Next Generation STEM Teachers for Urban Schools: Recruiting, Preparing, and Mentoring Undergraduates for Innovative STEM Teaching

培养高素质的STEM教师是国家的优先事项，它支撑着科学进步、国家卫生倡议的推进，以及在日益技术化的经济中实现国家整体繁荣。为此，该项目旨在支持和指导40名本科大四学生，他们主修物理科学、生命科学、工程或数学，同时获得STEM教师资格证书。在为期5年的项目中，这些高素质的STEM教育工作者有潜力为洛杉矶地区高需求的城市学校的10,000多名学生授课。该项目旨在(1)开发新的方法来确定研究密集型大学中对教师职业感兴趣的STEM学生，以及(2)邀请社区学院STEM转学人员通过带薪Noyce暑期实习来探索教学。在五年的时间里，该项目希望为100名社区大学转学学生提供课堂实习机会，这可能会促进与模范教师的永久联系和指导。这个项目的中心是一个新的证书预科暑期项目，其中包括一个为期一周的研讨会，内容是使用数据科学和计算思维作为教授相关内容、分析、推理和沟通的框架。讲习班结束后，诺伊斯学者们将进行为期三周的实地考察，在此期间，他们可以观察和参与新学年的开学典礼，而不会在大四期间面临随之而来的课程学习挑战。在入职年，该项目旨在为诺伊斯学者提供(1)一名现场监督员，他可以协助、监督和支持他们的进展，以及(2)一年级的科学和数学教师同行社区。在第二个Noyce服务年，该项目旨在继续为新手教师提供网络机会，并确保他们在地区赞助的初任教师支持网络中得到指导。加州大学洛杉矶分校上一届诺伊斯奖的存档教师质量数据将作为基准，严格评估下一代STEM教师新组成部分在准备教师使用内容丰富的教学法方面的有效性，以促进课堂设置的更大公平和更多机会。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

Educating high-quality STEM teachers is a national priority that underpins progress in science, the advancement of national health initiatives, and overall national prosperity in an increasingly technical economy. Toward that end this project aims to support and mentor 40 undergraduate seniors who are majoring in the Physical Sciences, Life Sciences, Engineering, or Mathematics, while concurrently earning their STEM teaching credentials. During the 5-year project, these highly qualified, STEM educators have the potential to teach over 10,000 students in high-need urban schools in the Los Angeles area. The project is designed to (1) develop new approaches to identifying STEM students at a research-intensive university who are interested in teaching careers and (2) invite community college STEM transfers to explore teaching through paid Noyce summer internships. Over the five-year span, this project expects to provide 100 community college transfer students with a classroom internship that may foster permanent ties and mentorships with exemplary teachers. The centerpiece of this project is a new pre-credential summer program that includes a one-week workshop on using data science and computational thinking as a framework for teaching relevant content, analysis, reasoning, and communication. Following the workshop, the Noyce Scholars go through a three-week field experience in which they can observe and participate in the opening of a new school year without the concomitant challenges of coursework during their senior year. During the induction year, the project is designed to provide the Noyce Scholars with (1) a field supervisor, who can assist, monitor, and support their progress and (2) a cohort community of fellow first-year science and math teachers. During the second Noyce service-year, the project aims to continue to provide networking opportunities for the novice teachers and ensure they are mentored in a district-sponsored Beginning Teacher Support network. Archived, teacher-quality data from UCLA's previous Noyce award will serve as a benchmark to rigorously assess the effectiveness of the new components of Next Generation STEM Teachers in preparing teachers to use content-rich pedagogy that fosters greater equity and access in classroom settings.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.