The Robert Noyce Teacher Scholarship Program: Accomplishments and Challenges – Joan Prival

This presentation will provide an overview of the Robert Noyce Teacher program, focusing on accomplishments and challenges in context of the national discourse on STEM teacher recruitment and preparation.

10/4, 1:15-2:15 pm, Auditorium | Presentation

Re-envisioning Secondary School Mathematics – W. Gary Martin

This talk will present a rationale for why current approaches to mathematics teaching and learning are not working, and it will examine recommendations for how secondary school mathematics can be re-envisioned to better meet the mathematical needs of our students. Particular focus will be paid to the Common Core State Standards for Mathematical Practice.

10/4, 2:15-3:15 pm, Auditorium | Presentation

A Survey of Technologies that Can Be Used to Enhance Student Interest in and Understanding of STEM Disciplines – Bruce Bukiet

In this workshop, we will provide an overview of several technologies that are easy to learn and have been used successfully to increase student interest in STEM disciplines. After an overview of these relatively inexpensive or free resources, participants will work in small groups to gain hands-on experience. Resources include Vernier, Algodoo, Prezi, Pixton, and Geogebra.

10/4, 3:30-4:30 pm, Room 226 | Presentation

The DUETS Program: Highly Effective Urban STEM Teachers – Deborah Harmon

Presentation of the DUETS program—Developing Urban Educators that Teach STEM—and its success through the lens of faculty and DUETS students. Lessons learned will be shared along with recommendations.

10/4, 3:30-4:30 pm, Room 222

Stimulating STEM Teacher Growth through aggieTEACH – Timothy P. Scott

The shortage of certified teachers in mathematics and science in Texas classrooms is a major concern and mirrors national trends. The Business-Higher Education Forum (2006) estimates a national shortage of 283,000 secondary math and science teachers by 2015. Dramatic increases in teacher shortages have stimulated the design of new certification programs, including alternative certification and post-baccalaureate programs that recruit and place teachers in classrooms as quickly as possible (TCER, 1999). Texas A&M University (TAMU) has four routes to STEM teacher certification. All will be noted in this workshop, but we will spend most of our time showcasing aggieTEACH, the highest producer of secondary mathematics- and science-certified teachers at Texas A&M. aggieTEACH streamlines the certification process, offers financial support, provides quality mentoring, and focuses on field experiences. The Robert Noyce scholarships serve as the crown jewels of the aggieTEACH program and provide the most lucrative scholarships of any offered in the College of Science. TAMU has used the scholarship program to create a learning community for participants, to provide opportunities to join technology academies, to work with at-risk students in local schools, and to participate in professional development. Lessons learned are being applied to the teacher preparation programs in general.

10/4, 3:30-4:30 pm, Room 206 | Presentation

Making Math Matter: Project-based Learning in Mathematics – Cathy Brown, Jean Lee and Sarah Leiker

In this interactive session, we examine key components of project-based learning (PBL) and related issues. Participants explore how critical thinking, communication, and collaboration are embedded in a sample PBL unit. PBL-related resources are provided. | Download PDF

10/4, 3:30-4:30 pm, Room 102

Implications of the K-12 Science Education Framework and Next Generation of Science Standards for Teaching and Learning – Joseph Krajcik

This session is an overview of the K-12 Framework for Science Education and how the ideas synthesized from the framework form the foundation for the Next Generation of Science Standards (NGSS). We will discuss four principles that arise from the framework: core ideas, cross-cutting concepts, scientific and engineering practices, and development of understanding across time. The NGSS builds from these principles to develop standards specified as performance expectations. As such, NGSS expresses standards that require students to demonstrate knowledge-in-use. Although the NGSS is a major step forward in improving the teaching and learning of science, much work still needs to occur with developing new curriculum materials and assessments that align with standards.

10/4, 4:45-5:45 pm, Auditorium

Indiana Expeditions: Science Is for Everyone! – Rick Crosslin

Join Rick Crosslin, lead science educator for the Metropolitan School District of Wayne Township in Indianapolis, Ind., as he shares more than 30 years of science investigations from classrooms, Indiana creeks and caves, sands of the Sahara, and the flooded forest of the Amazon. From Kindergarten to death, Crosslin believes science is a participatory sport that has the power to motivate all ages.

10/4, 6:00-7:30 pm, Hotel Ballroom | Presentation

Enabled, Engaged, and Empowered: The K-12 Student Vision for Personalized Learning – Julie Evans

Since 2003, the Speak Up National Research Project has collected authentic feedback about education and technology from 1.8 million K-12 students. In this review of the most recent data findings, learn about the expectations of today’s students for more socially based, un-tethered, and digitally rich learning environments and how those expectations are driving the movement for more personalized learning throughout the K-12 educational ecosystem.

10/5, 8:15-9:15 am, Auditorium

Noyce Program Management – Lisa Montplaisir and Michael Beeth

This interactive session focuses on issues and concerns associated with Noyce program management, student recruitment, scholar tracking, and project evaluation. Participants will engage in a series of conversations about: starting a Noyce project, managing on-going projects, external reporting requirements and expectations, and what we are learning about the impact of Noyce projects. Participants will develop a list of questions pertinent to all projects that will be shared with the National Science Foundation following the session.

10/5, 9:30-10:30 am, Auditorium

Project-based Inquiry as a Model for Teaching, Learning, and Assessing Science in the Grade 7-12 Classroom – Regina Toolin and Beth White

Participants will engage in a dynamic exchange of ideas and concepts that apply the principles of project-based inquiry (PBI) in

the 7-12 science classroom. Together we will facilitate an interactive discussion of PBI principles as we examine a variety of examples across the 7-12 spectrum and review a template for PBI design based on backward design curriculum principles. Participants will explore PBI through a template allowing individuals to initiate a design of their own and receive feedback on ideas and challenges that they may encounter in integrating this approach in their curriculum and teaching. The workshop will culminate in an open discussion about issues and limitations of PBI development, time for exploring resources, and additional ways to implement PBI in grades 7-12.

10/5, 9:30-10:30 am, Room 226 | Presentation

Tailoring STEM Instruction for Diverse Learners: What Matters Most? – Annela Teemant

Participants are introduced to a three-tiered approach to tailoring STEM instruction to meet the educational needs of culturally, linguistically, economically, and learning diverse students. Participants consider classroom organization, six principles of learning, and how to create a culture of recognition that respects students’ diversity. Handouts are provided.

10/5, 9:30-10:30 am, Room 222 | Presentation

Implementing Literacy Strategies in Science – Chris Hiller and Sally Nichols

The focus of this session is two-fold. First, we will share a variety of literacy strategies designed to help students read and understand scientific content. Secondly, we will present ideas for the science teacher who wants to collaborate with an English teacher for a project, a unit, or a lesson.

10/5, 9:30-10:30 am, Room 206 | Presentation

Using the 5E Lesson Model to Foster Mathematical and Scientific Thought – Hope Marchionda, Dagan Dalton, Emily Evanko and Kimberly Stinnett

During this presentation, we will show the use of the 5E (engage, explore, explain, elaborate, and evaluate) model to develop student-centered lessons that require students to implement the standards for mathematical practice and inquiry-based science. Participants will actively engage in learning what the 5E model is and how to implement these lessons in secondary mathematics and science classes. Educators will leave with a deeper understanding of how to create a 5E lesson and ideas for incorporating science or mathematics content into 5E lessons to promote a student-centered classroom.

10/5, 9:30-10:30 am, Room 102 | Presentation

The Keys to Improved Learning: 19 Ways to Transform Teacher Performance – Jeff Marshall

Participants will gain an understanding of the key teacher performances involved with leading effective learning that is aligned to the Common Core State Standards in Mathematics and the Next Generation Science Standards. The level of rigor demanded by the new standards requires that we rethink how we effectively lead instruction.

10/5, 10:45-11:45 am, Auditorium

Redefining What Counts as Math – Jim Ryan

The Common Core State Standards in Mathematics (CCSS-M) give us a unique opportunity to redefine widely used math terms such as rigor, precision, and basic skills. In the next 30 months, before the new high stakes exams from PARCC and SBAC are administered, we can redefine these terms with rich mathematics that embody the spirit of the CCSS-M. During this 2-1/2 year window of time, we need to anchor our collegial discussions, professional development, and curricular choices on the belief that students must be equally proficient at the algorithms of math, justifying their reasoning, and applying mathematical models to non-trivial applications.

10/5, Noon-1:45 pm, Hotel Ballroom | Presentation

Project Lead The Way: Addressing America’s STEM Education Needs through World-class Curriculum, High-quality Professional Development, and an Engaged Network – Dave Dimmett

Project Lead The Way (PLTW) is a national non-profit that writes engineering and biomedical science curriculum for middle and high school students. PLTW serves more than 4,700 schools across all 50 states plus Washington, D.C. Through our network of 51 university affiliates, we prepare teachers to facilitate our activities, projects, and problem-based curriculum. Our extended and engaged network of non-profit, business, and government leaders supports PLTW’s mission of preparing students for the global economy.

10/5, 2:00-3:00 pm, Auditorium | Presentation