Noyce Scholars en la Frontera (Noyce Scholars on the Border)

“诺伊斯学者在边境”项目旨在解决为德克萨斯州和墨西哥边境的高需求学校培养和增加高素质数学和科学教师的迫切需求。活动包括一个强大的指导计划和实践活动，以确保诺伊斯学者具备知识，技能和性格，以支持高需求学区的学生在数学和科学方面取得成功。诺伊斯学者将受益于南罗斯州立大学（SRSU）的教师培训计划和通过暑期学院获得的额外专业发展机会。该项目旨在通过从SRSU，当地社区学院或提供STEM双学分课程的合作高中的学术有才华的STEM本科生中招募参与者，为高需求学区提供高素质，多样化的STEM教师。特别是，SRSU的这个项目包括与五个公立高需求学区（Presidio, Ft. Davis, Marfa， Alpine和Uvalde）和一个社区学院，西南德克萨斯初级学院的合作伙伴关系。这些学校招收的低收入和少数族裔学生比例都很高。该项目的总体目标是招募和支持16名STEM专业的学生完成他们的学士学位，并获得教师资格证书。该项目旨在支持职前教师发展特定内容的教学实践和文化响应教学（CRT）。这是为了支持双语学生和英语学习者在高需求学校促进学生在数学和科学方面的成功。职前教师获得的结果属性将通过文化响应性教学调查和教师对STEM的效能和态度（T-STEM）调查来衡量。除了注重培养CRT技能外，该项目还旨在支持职前教师以及教育和STEM教师在将技术融入STEM课程方面的自我效能感的发展。21世纪学习技术能力自我评估（TPSA）和T-STEM调查将用于测量这一点。最终，该项目试图回答这样一个问题：一个具有文化响应性的教学和指导计划如何影响代表性不足和服务不足的STEM学生，让他们从服务于孤立社区的机构获得教师证书？项目策略和结果有可能广泛应用于服务于该国偏远地区的其他机构，这些机构需要提高STEM职前教师的自我效能感，STEM素养，STEM教师和职前教师的文化响应教学方法，以及加强STEM教师准备计划中的技术整合。研究结果将通过学术出版物和在地区、州和国家听众参加的会议上的演讲来传播。本项目由Robert Noyce教师奖学金项目（Noyce）资助。Noyce计划支持有才华的STEM本科专业和专业人士成为有效的K-12 STEM教师，并支持经验丰富的模范K-12教师成为高需求学区的STEM大师教师。它还支持对高需求学区K-12 STEM教师的持久性、留任性和有效性的研究。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

The Noyce Scholars en la Frontera (Noyce Scholars on the Border) project aims to address the critical need to prepare and increase the number of highly qualified mathematics and science teachers serving high-need schools located on the Texas-Mexico border. Activities include a strong mentoring program with hands-on activities to ensure Noyce Scholars are equipped with the knowledge, skills, and dispositions to support learner success in mathematics and science in high-need school districts. Noyce Scholars will benefit from both the Sul Ross State University (SRSU) teacher preparation program and additional professional development opportunities through summer institutes. The project intends to create a pipeline of well-qualified, diverse STEM teachers to serve in a high need school districts, by recruiting participants from a pool of academically talented undergraduate STEM students attending either SRSU, a local community college, or collaborating high schools that offer STEM dual credit courses.In particular, this project at SRSU includes partnerships with five public high-need school districts (Presidio, Ft. Davis, Marfa, Alpine, and Uvalde) and one community college, Southwest Texas Junior College. All serve high percentages of low income and minority students. The overarching project goal is to recruit and support 16 STEM majors to complete their baccalaureate degrees with teacher certification The project aims to support the preservice teachers in developing content-specific pedagogical practices and culturally responsive teaching (CRT). This is to support bilingual students and English Language Learners to promote student success in mathematics and science in high-need schools. The resulting attributes gained by the preservice teachers will be measured by the Culturally Responsive Teaching Survey and Teacher Efficacy and Attitudes Toward STEM (T-STEM) Survey. In addition to a focus on developing skills in CRT, the project intends to support the development of self-efficacy in integrating technology in STEM courses among the preservice teachers, as well as Education and STEM faculty members. The Technology Proficiency Self-Assessment for 21st Century Learning (TPSA) and T-STEM Survey will be used to measure this. Ultimately, the project seeks to answer the question: How does a culturally responsive teaching and mentoring program influence underrepresented and underserved STEM students in their pursuit of teacher certification from an institution serving isolated communities? Project strategies and results have the potential for broad application to other institutions serving isolated regions of the country with a need to improve self-efficacy of STEM preservice teachers, STEM literacy, culturally responsive teaching approaches by STEM faculty and preservice teachers, and enhanced technology integration in STEM teacher preparation programs. Results will be disseminated through scholarly publications and presentations at conferences with regional, state, and national audiences. This Track 1: Scholarships and Stipends project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 teachers to become STEM master teachers in high-need school districts. It also supports research on the persistence, retention, and effectiveness of K-12 STEM teachers in high-need school districts.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.