Learning through Informal and Formal Experiences

诺伊斯教师奖学金和津贴第二阶段项目的目标是培训40名高素质的中等STEM教师，在休斯敦大都市地区任教。该项目将建立在目前的第一阶段项目的基础上，该项目已经建立了暑期实习计划，一年级和二年级的学生在硕士教师的指导下授课，教育和学习科学研究的主要负责人已纳入STEM课程。通过这个项目，实习计划将继续进行，并将创建一条新的渠道，从地区社区学院沃顿县初级学院招收学生。奖学金获得者将参加(A)包括实习生和Noyce毕业生的专业发展研讨会，(B)新的生物和化学探究课程，以及(C)入职前/入职辅导计划。该项目有几个要素(如早期建议)，旨在为社区大学生创造一个无缝的转学机会，并支持他们继续担任职前STEM教师。使用增强的UTeach模式，已经在该机构的潜在诺伊斯学者将通过密集的实地经验接触到教学，这些经验侧重于教学方法和基于探究的课程设计，在他们大学的头两年。所有学者都将有机会参加暑期研习班，这些研习班将在本科生期间和在他们被安排为教师之后，讨论如何改进教学内容、知识和教学方法。在这些研究所期间，学者将得到导师的建议，为每个小组提供专业发展机会。两门新课程(探究式生物学和探究式化学)将在高级职前物理教师所用课程的基础上开发。将进行形成性和总结性评估，以确定短期和长期项目目标的实现程度，以及在适用的情况下，如何调整项目要素以最大限度地提高学生的利益。评价将通过调查、访谈和重点小组进行。演讲、演示、数字故事和出版物将在由国家科学教师协会、美国物理协会和美国化学学会主办的STEM会议上传播。

The goal of this Noyce Teacher Scholarship and Stipend, Phase II project is to train 40 highly qualified secondary STEM teachers to teach in the metropolitan Houston area. This project will build on a current Phase I project that has established a summer internship program, in which first and second year students teach under the supervision of master teachers, and key principals of research in education and learning sciences have been integrated into STEM coursework. Through this project, the internship program will be continued and a new pipeline will be created to recruit students from an area community college, Wharton County Junior College. The scholarship recipients will participate in (a) a professional development workshop that includes interns and Noyce graduates, (b) new biology and chemistry inquiry courses, and (c) a pre-induction/induction mentoring program. The project has several elements (such as early advisement) that are designed to create a seamless transfer for community college students and support their retention as pre-service STEM teachers. Using an enhanced UTeach model, potential Noyce scholars already at the institution will receive exposure to teaching through intensive field experiences that focus on approaches to teaching and inquiry-based lesson design during their first two years of college. All scholars will have the opportunity to participate in summer institutes that will address the improvement of content knowledge and instructional approaches while they are undergraduates and after they have been placed as teachers. During these institutes, scholars will be advised by mentors, providing professional development opportunities for each group. Two new courses (Biology by Inquiry and Chemistry by Inquiry) will be developed based on a successful course that is being used for upper-level, pre-service Physics teachers. Both formative and summative assessments will be performed to determine the extent to which the project goals are met in the short- and long-term and, where applicable, how the project elements may need to be adapted to maximize student benefits. Evaluation will be implemented through surveys, interviews and focus groups. Presentations, demonstrations, digital stories, and publications, will be disseminated at STEM conferences sponsored by the National Science Teachers Association, The American Physics Association, and the American Chemical Society.