Teach@Mines Noyce Scholarship and Stipend Program

该项目旨在满足国家对准备高质量STEM教师的需求，并制定高质量的战略和资源，鼓励STEM教师在公平的竞争环境中谈论教学作为一种职业，学生可以以同样的程度从事其他职业。该项目将招募科学，技术，工程和数学（STEM）学科的本科专业和职业转换者，并通过Teach@Mines教师准备计划使他们成为STEM学科领域的教师。该计划专门为STEM本科生（通过“教学”未成年人或“工程学士学位与STEM教学重点领域”专业）和拥有STEM学位的研究生（通过STEM教育硕士学位与科学，数学或计算机科学教学专业领域）准备STEM教师。在过去的五年里，教师准备计划建立在最佳实践的基础上，并将教学内容知识整合到计划的各个方面。除了满足当地地区的需求外，它还包括在高需求学校为成功的STEM学科领域教师发展文化能力和性格的指导和经验。科罗拉多矿业学校（矿业）的这个项目包括与圣弗赖恩谷学区、天际线高中、道格拉斯县学区、山景高中、山脊中学、西马龙中学、传奇高中，亚当斯县学区14，和亚当斯市高中教育和准备干教师。该项目计划在5年内资助40名实习生和至少17名独特的诺伊斯学者。项目目标包括：1）增加在高需求学区成为STEM教师的矿业毕业生人数; 2）在他们的入职年期间为诺伊斯学者提供持续的指导和专业发展支持; 3）保持矿业对教师职业的健康，支持性文化; 4）提高教师对Teach@Mines计划的认识，并增加将教学作为职业选择的教师人数;以及5）评估、传播和维持最佳的招聘和保留做法。 为了确保诺伊斯收件人有必要的文化能力，教学知识，并在高需求地区成功的STEM教师的处置，执照课程包括90小时的文化和语言多样性教育，以满足科罗拉多英语语言（EL）认可标准。本课程通过几门课程整合，使学生了解支持EL学习者的有效实践，学习和实践有效的教学实践，同时在高需求的课堂上进行多个领域的经验。为了在第一年的教学中支持诺伊斯毕业后的获奖者，入职支持包括与招聘学校合作，将学者与外部教师网络联系起来，并提供Teach@Mines教师的个人支持。 学者将有机会获得矿山导师教师和参与矿山校友网络至少三年。 该项目将提供清晰，透明和及时的建议，除了教育，经验和支持内诺伊斯学者的执照课程和感应重点发展文化能力，教学知识和处置是成功的干在高需求的学校教师。通过对三个重要问题进行强有力的评估，该项目有可能为成功的战略和资源提供见解，为任何学生成为教师创造一种支持文化。这个轨道1：奖学金和津贴项目是通过罗伯特诺伊斯教师奖学金计划（诺伊斯）的支持。诺伊斯计划支持有才华的STEM本科专业和专业人士成为有效的K-12 STEM教师和经验丰富的模范K-12教师，成为高需求学区的STEM硕士教师。 该奖项反映了NSF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 project aims to serve the national need of preparing high-quality STEM teachers as well as developing high quality strategies and resources for encouraging STEM faculty to talk about teaching as a profession on a level playing field with other careers a student can pursue with the same degree. This project will recruit both undergraduate majors and career changers in science, technology, engineering, and mathematics (STEM) disciplines and prepare them to become STEM subject area teachers through the Teach@Mines teacher preparation program. This program prepares STEM teachers exclusively with pathways for STEM undergraduates (via a “Teaching” minor or the “BS in Engineering with a STEM Teaching focus area” major) and graduate students who possess a STEM degree (via a master’s degree in STEM Education with specialty areas in science, mathematics, or computer science teaching). Developed in the past five years, the teacher preparation program is built on best practices and integrates pedagogical content knowledge into every facet of the program. In addition to serving the needs of local districts, it includes instruction and experiences for developing cultural competence and dispositions for successful STEM subject area teachers in high-need schools.This project at the Colorado School of Mines (Mines) includes partnerships with St. Vrain Valley School District, Skyline High School, Douglas County School District, Mountain Vista High School, Mountain Ridge Middle School, Cimarron Middle School, Legend High School, Adams County School District 14, and Adams City High School to educate and prepare STEM teachers. This project intends to fund 40 internships and at least 17 unique individuals as Noyce Scholars over 5 years. Project goals include to: 1) increase the number of Mines graduates who become STEM teachers in high-need school districts; 2) provide ongoing mentoring and professional development support for Noyce Scholars during their induction years; 3) maintain a healthy, supportive culture at Mines towards the teaching profession; 4) increase awareness of the Teach@Mines program among faculty and increase the number of faculty who talk about teaching as a career option; and 5) assess, disseminate, and sustain the best recruitment and retention practices. To ensure that the Noyce recipients have the needed cultural competence, pedagogical knowledge, and dispositions to be successful STEM teachers in high-need districts, the licensure coursework includes 90 hours of Culturally and Linguistically Diverse education to meet the Colorado English Language (EL) endorsement standards. This coursework is integrated through several courses so that students learn about effective practices for supporting EL Learners in context, learning about, and practicing effective teaching practices, while engaging in multiple field experiences in high-need classrooms. To support Noyce recipients after graduation during their first years of teaching, induction supports include working in tandem with the hiring schools, connecting Scholars with external teacher networks, and providing personal support from Teach@Mines faculty. Scholars will have access to a Mines mentor teacher and participation in the Mines alumni network for a minimum of three years. The project will provide clear, transparent, and timely advising in addition to the education, experiences, and supports within Noyce Scholars’ licensure coursework and induction focused on developing cultural competence, pedagogical knowledge, and dispositions to be successful STEM teachers in high-need schools. Through a robust evaluation focused on three important questions, this project has the potential to provide insights into successful strategies and resources for creating a culture of support for any student becoming a teacher. 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 effectiveness and retention 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.