|Building Program Capacity to Prepare Secondary Science and Mathematics Teachers for High Needs Schools
||This poster describes the initial work engaged by our post-BA MAT teacher education program to build programmatic capacity and to learn how to better prepare teachers for high needs schools. We frame this discussion around three practical questions with implications for program capacity building and learning: 1) What is “common work” across courses and experiences related to learning to teach science in high needs schools? 2) What types of evidence/artifacts are useful for working across courses and experiences? 3) What are ways of working with instructors and mentors who have divergent views of teaching and learning?
|Check Out These Awesome Web-Based Learning Activities
||Three web-based learning modules for astronomy courses are available at Indiana University Bloomington. The NovaSearch module allows students to view images of the core of the Andromeda Galaxy to discover novae and monitor their light curves. The Proper Pair module allows students to examine proper motion and parallax data to determine if pairs of stars close together on the sky are true binary star systems. A third module produces color images using multi-wavelength data. The learning modules may be accessed at www.astro.indiana.edu/catyp/rbseu. The development of these curriculum modules has been funded by the National Science Foundation through grant DUE-0618441.
|Guided Inquiry Labs in Honors and AP Chemistry
||This poster will summarize two inquiry laboratory activities conducted in Honors and AP chemistry classes. They represent middle of the road to slightly guided activities and the results of these activities from a student engagement and assessment point of view.
||George E. Cox
||University of Missouri, Columbia
|Fusion of STEM in iGEM
||iGEM attracts the current and future leaders in the STEM field of studies. The competition format is highly motivating and fosters hands-on, interdisciplinary education. Biology students learn engineering approaches and tools to organize, model and assemble complex systems, while engineering students are able to immerse themselves in applied molecular biology. iGEM challenges innovation and knowledge that each student offers to the team.
|Inquiry for Everyone
||Biology Rocks is an ongoing study to investigate the effects of using inquiry lab-based activities as primary vehicles for content delivery in a general freshman/sophomore biology setting. Experimental classrooms have been gathering data since 2008. That data will compare the same classrooms before and after they adopted the new curriculum. The classrooms previously used what are commonly referred to as traditional methods. The current data will be presented and will show signs of increase in attitude and performance.
|Promoting Professionalism in Pre-Service Teachers
||Pre-service teachers should seek ways of promoting professionalism even while they are still in college. By taking time to go to conferences, attend professional developments and participate in professional organizations, pre-service teachers can increase their love and dedication for teaching. In learning about and practicing professionalism, pre-service teachers will leave college viewing teaching as not simply a job, but as a lifelong profession. Engaging in activities that promote professionalism may decrease attrition rates in new teachers as they enter the work force because they will have a respect and pride in what they do in the classroom.
||Joye Beth Spinks
||Western Kentucky University
|The Science/Math Educator Challenge: Lessons from Instructional Coaching for Diversity
||Identifying value-added models of instructional coaching are increasingly important in this era of accountability. This study investigates the efficacy of instructional coaching for urban science and mathematics high school teachers. The instructional coaching intervention targets use of five research-based practices—the Standards for Effective Pedagogy—known to benefit culturally, linguistically and economically diverse learners. The intervention consisted of a 30-hour workshop and seven individual cycles of instructional coaching across a school year. While the instructional coaching led to significant teacher change, challenges also are identified for science/math teachers in creating the instructional conditions necessary to support diverse learners.
||School of Education, IUPUI
|Uncovering Misconceptions : Evolution
||In the field of science education, the topic of evolution often is terribly misunderstood. During my student teaching experience, I invested in uncovering the misconceptions my students have about this complex concept in order to teach evolution more clearly and effectively.
||University of Missouri
|Using a Journal Reading Course to Support Pre-service Science Teacher Development
||The Noyce Scholar program at Chicago State University enrolls all Noyce scholars in the 1 credit hour course Readings in Science Education for up to three semesters. The course enables scholars to read the primary literature and, as a cohort, to begin synthesizing their understandings of content and pedagogy. Additionally, scholars read and discuss articles by national and local speakers who are leaders in the field of science education in the CSU Noyce Seminar Series. In the spring semester, scholars use the literature to inform teaching practice by designing and teaching a middle school mini lesson.
||Michele Dillon, Natalie Robinson, Andrea Gay Van Duzor
||Chicago State University
|Alternative Careers in Teaching: A Multi-institutional Partnership for the Preparation of STEM Teachers
||This poster showcases the Alternative Careers in Teaching program (Act!). Act! is a partnership between six institutions in northeast Wisconsin to increase the number of licensed and highly qualified math and science teachers. Act! recruits non-traditional individuals with a bachelor’s degree or higher to transition from careers as mathematicians and scientists to careers as professional educators. Our poster includes information on the administration of this multi-institution program, the customization of our curriculum for non-traditional adult learners, demographic information for applicants accepted into Act!, information on program completers and testimonial statements from current and former Act! students.
||Michael E. Beeth, Tammy J. Ladwig, Cindy Schaefer-Kemps, Brad Hoffmann
||Alternative Careers in Teaching
|East Central University Robert Noyce Teacher Scholarship Program (Phase I)
||This poster highlights the East Central University (ECU) Robert Noyce Teacher Scholarship Program (Phase-I). It is the first Noyce program in the state of Oklahoma and is funded by NSF – DUE – Award # 0934030. The poster goes over the following for the ECU Noyce program: (a) general features; (b) collaborating schools; (c) annual scholarship amount; (d) teaching commitment; (e) recruitment; (f) competitive selection; (g) brochure; (h) pre-service support structures; (i) in-service support structures; (j) other attributes and (k) acknowledgments.
||R. Ferdinand, C. Barlow, J. Pitts, J. Spears
||East Central University
|FUTURE: A Pipeline Program for Science Undergraduate Students to Explore Teaching
||The FUTURE program at the University of Michigan provides a pipeline experience to introduce University of Michigan science undergraduates to science classrooms. The goal of FUTURE is to introduce college freshmen and sophomores to quality and supported teaching experiences and to provide a mechanism for them to imagine teaching in a 6-12 setting as a career choice. FUTURE experiences occur in the fall, winter and summer semesters. The fall and winter experiences are in traditional science classrooms. The summer semester experiences are part of the IDEA Institute’s science and math summer camp program.
||R. Charles Dershimer, Mary L. Starr, Brian Coppola
||IDEA Institute/School of Education, University of Michigan
|MU Noyce Scholars Program for Science and Mathematics Teachers
||The Science and Mathematics Academy for the Recruitment and Retention of Teachers (SMAR2T) aims to recruit more highly qualified individuals into careers in mathematics and science teaching. In particular, we recruit individuals with degrees in mathematics or science who are planning to change career paths into the field of teaching.
||University of Missouri-Columbia
|Noyce Scholar Teaching Co-op #1: Merging of Theory and Practice
||This poster highlights the development, design and teaching practice inherent in the first Noyce teaching co-op from the perspective of the course instructor as she attempted to interweave theory and practice throughout three undergraduate teacher education courses conducted in a urban high school setting.
||College of Education, Marquette University
|Tomorrow’s Teachers with Dual Degrees (T2D2)
||The goal of the T2D2@MU project is to double the number of secondary science teachers graduating from the University of Missouri. New dual degree programs have been designed to recruit science majors into our secondary science teacher education program. Students exploring education enroll in an Introduction to Science Teaching course and may apply for a paid summer internship in informal science centers. Dual degree students may apply for $11,000 Noyce Scholarships in the junior and senior years.
||University of Missouri-Columbia
|Tomorrow’s Teachers with Dual Degrees in Mathematics and Mathematics Education (TDM2)
||Tomorrow’s Teachers with Dual Degrees in Mathematics and Mathematics Education (TDM)2 is aggressively working to double the number of secondary mathematics teachers graduating from the University of Missouri’s undergraduate mathematics teacher education program through the recruitment of mathematics majors into mathematics teaching careers, preparation of these individuals to teach mathematics aligned with national standards and support of mathematics teachers in their induction years. In this initial phase, our project is providing summer teaching internships, dual degree programs (B.S. in Mathematics and B.S. Ed. in Mathematics Education) and $10,000 annual scholarships for those committed to teaching mathematics in high-needs school districts.
||James E. Tarr, Victor Soria
||University of Missouri
|Western Kentucky University Science and Mathematics Alliance for Recruiting and Retention of Teachers
||This presentation will outline the main goals of WKU’s Robert Noyce Teacher Scholarship program and what we have learned so far. New recruiting strategies have been implemented based on lessons learned during the first year. Our first cohort of Noyce Scholars started in August 2010, and they have been given opportunities to enhance their educations by developing professional learning communities and by focusing on what professionalism means. Our Noyce Scholars have attended and presented at state, regional or national meetings. They also participated in seminars designed to address topics that are important in the field of education.
||Western Kentucky University