2012 Noyce Conference Program - The Robert Noyce Scholarship ...

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2012 Noyce Conference Program - The Robert Noyce Scholarship ...

NSF Robert Noyce Teacher Scholarship Program ConferenceBuilding Excellence in STEM TeachingCONFERENCE PROGRAMMay 23-25, 2012Washington, D.C.


2013 AAAS ANNUAL MEETING14–18 February • BostonCall for Symposium ProposalsSymposium proposals for the 2013 AAAS Annual Meeting are now being solicited. To submit a proposal,visit www.aaas.org/meetings. The deadline for submission is Thursday, 26 April 2012.The Beauty and Benefits of ScienceThe theme for the meeting points to the “unreasonable effectiveness” of the scientific enterprise in creating economicgrowth, solving societal problems, and satisfying the essential human drive to understand the world in which we live.The phrase, “unreasonable effectiveness,” was coined in 1960 by physicist Eugene Wigner, who explored the dualityof mathematics — both beautiful unto itself, and also eminently practical, often in unexpected ways.The same duality exists in all fields of science. Basic research can be seen as a quest to understand the beauty thatunderlies our universe and the myriad phenomena that it contains.We now appreciate the reality of a much richer set of connections. Fundamental scientific understanding createswhole landscapes on which practical applications may flourish. Basic research may create territories that, only later,become the real estate for new industries. Equally important are the cases where the “pull” of environmental orsocietal problems drives fundamentally new basic research.The program of the 2013 AAAS Annual Meeting will highlight the rich and complicated connections between basic andapplied research, and how they bring about both practical benefits and the beauty of pure understanding.Call for Poster SubmissionsOnline entries will be accepted at www.aaas.org/meetings beginning 14 May 2012.Student Poster CompetitionOpen to college undergraduate and graduate students onlyThe competition recognizes the individual efforts of students who are actively working toward a college-level degree.Winners in each category receive a cash award and framed certificate, and are congratulated in the journal, Science.General Poster SessionOpen to postdocs and professionalsThis session provides an opportunity for postdocs and professionals to present their research to the broadcommunity of scientists attending the AAAS Annual Meeting.


NSF Robert Noyce Teacher ScholarshipProgram ConferenceBuilding Excellence in STEM TeachingMay 23-25, 2012Renaissance Washington DC HotelCo-hosted byAmerican Association for the Advancement of Science (AAAS)Education and Human Resources Program (EHR)andNational Science Foundation (NSF) Division of Undergraduate Education (DUE)


NSF Grant DUE‐1138038©AAAS 2012ISBN 978‐0‐87168‐749‐4Conference Program Editors: Yolanda S. George, AAAS,Education and Human Resources ProgramsDonna Behar, AAAS, Education and Human ResourcesProgramsBetty Calinger, AAAS, Education and Human ResourcesProgramsAbstracts published in this program reflect the individual views of theauthors and not necessarily that of AAAS, its Council, Board of Directors,Officers, or the views of the institutions with which the authors areaffiliated. Presentation of ideas, products, or publications at AAAS’meetings or the reporting of them in news accounts does not constituteendorsement by AAAS.Conference Program Cover Design: Janel Kiley, AAAS,Office of Public ProgramsConference Program Design: Donna Behar, AAAS,Education and Human Resources Programs


CONTENTSAbout the NSF Robert Noyce Teacher Scholarship Program .................................... Page 6About the American Association for the Advancement of Science (AAAS) ............ Page 6Conference Agenda ......................................................................................................... Page 7‐8Renaissance Washington DC Hotel Floor Plans ............................................................... Page 9Speaker and Key Staff Biographies .................................................................................. Page 10Washington DC Subway System Map .............................................................................. Page 13Workshop Abstracts (By Session) .................................................................................... Page 14‐37(Highlighted workshops are of particular interest to Scholars.)PI Poster Abstracts (Alphabetized by Institution) ............................................................ Page A1‐A71Noyce Scholar/Fellow Poster Abstracts (Alphabetized by Institution) ............................ Page A72Map of Washington DC ................................................................................................... Page A89Poster Abstract Index ..................................................................................................... Page A90


ABOUTNational Science Foundation (NSF) RobertNoyce Teacher Scholarship ProgramThe Robert Noyce Teacher Scholarship Program, first authorizedunder the National Science Foundation Authorization Actof 2002 (P.L. 107‐368) and reauthorized in 2007 under theAmerica COMPETES Act (P.L. 110‐69) and the America COM‐PETES Reauthorization Act of 2010 responds to the criticalneed for K‐12 teachers of science, technology, engineering,and mathematics (STEM) by encouraging talented STEM studentsand professionals to pursue teaching careers in elementaryand secondary schools.The program provides funding to institutions of higher educationto provide scholarships, stipends, and programmaticsupport to recruit and prepare STEM majors and professionalsto become K‐12 teachers. Scholarship and stipend recipientsare required to complete two years of teaching in a highneedschool district for each year of support. The programseeks to increase the number of K‐12 teachers with strongSTEM content knowledge who teach in high‐need schooldistricts.In addition, the program supports the recruitment and developmentof NSF Teaching Fellows, STEM professionals whocomplete Master’s degrees leading to teacher certificationand receive salary supplements while fulfilling a 4‐year teachingrequirement. The program also supports the developmentof NSF Master Teaching Fellows by providing professionaldevelopment and salary supplements while they areteaching for five years in a high need school district. A goal ofthe program is to recruit individuals with strong STEM backgroundswho might otherwise not have considered a careerin K‐12 teaching.The American Association for the Advancement of Science(AAAS) is working with the NSF Robert Noyce Teacher ScholarshipProgram to identify and disseminate informationabout effective practices and strategies for attracting, selecting,and preparing new K‐12 STEM teachers and retainingthem in the STEM teacher workforce. Project componentsinclude:• Co‐sponsoring and implementing the 2009, 2010, 2011,and 2012 NSF Robert Noyce Teacher ScholarshipProgram annual conferences.• Producing a general publication that highlights theaccomplishments of the NSF Noyce Teacher ScholarshipProgram.• Developing and maintaining an NSF Noyce TeacherScholarship Program Web site, http://nsfnoyce.org.• Organizing proposal preparation workshops.American Association for the Advancement ofScience (AAAS)The American Association for the Advancement of Science(AAAS) is the world’s largest general scientific society, andpublisher of the journal, Science (www.sciencemag.org) aswell as Science Translational Medicine(www.sciencetranslationalmedicine.org) and ScienceSignaling (www.sciencesignaling.org).The non‐profit AAAS (www.aaas.org) is open to all and fulfillsits mission to “advance science and serve society” throughinitiatives in science policy; international programs; scienceeducation; and more. AAAS is a global organization, withoffices in Washington, D.C. and Cambridge, U.K., and awardwinningnews correspondents reporting from an array ofcountries.For the latest research news, log onto EurekAlert!,www.eurekalert.org, the premier science‐news Web site, aService of AAAS. For education and career resources visitthe AAAS website at http://www.aaas.org/.AAAS was founded in 1848, and includes some 261 affiliatedsocieties and academies of science, serving 10 millionindividuals. Science has the largest paid circulation of anypeer‐reviewed general science journal in the world, with anestimated total readership of 1 million.62012 NSF Robert Noyce Teacher Scholarship Program Conference


AGENDAWEDNESDAY, MAY 23, 20123:30 pm ‐ 5:00 pm Museum Tours for Scholars andFellows (optional)(Grand Registration)4:30 pm ‐ 5:30 pm New Awardees Session withNational Science Foundation (NSF)(Mount Vernon Square)Joan Prival, Noyce Lead ProgramDirector, Division of UndergraduateEducation (DUE), NSFMary Lee Ledbetter, ProgramDirector, DUE, NSFNoyce Monitoring SystemChris Griffith, ICF International7:00 pm ‐ 10:00 pm Registration (Grand Registration)Poster Setup (Renaissance Ballroom)THURSDAY, MAY 24, 20127:00 am ‐ 8:00 am Registration (Grand Registration)Poster Setup (Renaissance Ballroom)Continental Breakfast (Foyer GrandBallroom North)8:00 am ‐ 9:00 am Opening and Welcome:(Grand Ballroom North & Central)Joan Prival, Noyce Lead ProgramDirector, DUE, NSFKatherine J. Denniston, Acting DivisionDirector, DUE, NSFAlan I. Leshner, Chief ExecutiveOfficer, AAAS and Executive Publisher,ScienceIntroduction:Joan Ferrini‐Mundy, AssistantDirector, Directorate for Educationand Human Resources, NSFPlenary Speaker:Carl Wieman, Associate Director forScience, White House Office of Scienceand Technology Policy9:15 am ‐ 10:30 am Concurrent Workshops: Session I(Meeting Rooms 2‐15)10:45 am ‐ 11:45 am Panel: Voices from the Field(Grand Ballroom North & Central)Moderator:V. Celeste Carter, Program Director,DUE, NSFPanelists: (Scholars)Jessie Campbell, Luella High School,Locust Grove, GAMindy Chapell, Jane Adams High,Chicago, ILGinnie Chu, Pine High School andGrace High School, Santa Rosa, CAEmily Koehler, De Smet High School,De Smet, SDJamario Twitty, Lakeview MiddleSchool, Greenville, SCAbner Zorilla, Community Academy ofScience and Health, Boston, MA12:00 pm ‐ 1:30 pm Lunch and Keynote(Grand Ballroom North & Central)Keynote: “Enabled, Engaged,Empowered: The K‐12 Student Visionfor Personalized Learning and STEMEducation”Introduction:Lee Zia, Program Director, DUE, NSFKeynote Speaker:Julie Evans, Chief Executive Officer,Project Tomorrow1:30 pm ‐ 2:45 pm Poster Session 1(Renaissance Ballroom)3:00 pm ‐ 4:15 pm Concurrent Workshops: Session II(Meeting Rooms 2‐15)4:30 pm ‐ 5: 45 pm Poster Session 2(Renaissance Ballroom)6:00 pm ‐ 7:30 pm Reception and Networking(Grand Ballroom South)2012 NSF Robert Noyce Teacher Scholarship Program Conference7


AGENDAFRIDAY, MAY 25, 20127:00 am ‐ 8:00 am Continental Breakfast(Foyer Grand Ballroom North)1:00 pm ‐ 2:30 pm Museum Tours for Scholars andFellows (optional)(Grand Registration ‐ Grand BallroomLevel)Remove Poster Boards(Renaissance Ballroom)8:00 am ‐ 9:00 am Plenary Session(Grand Ballroom North & Central)Introduction:Shirley M. Malcom, Director, EHR,AAASPlenary Speaker:James H. Shelton III, Assistant DeputySecretary for Innovation andImprovement, U. S. Department ofEducation9:10 am ‐ 10:25 am Concurrent Workshops ‐ Session III(Meeting Rooms 2‐15)10:35 am ‐ 11: 50 am Concurrent Workshops ‐ Session IV(Meeting Rooms 2‐15)12:00 pm ‐ 12:45 pm Plenary and Closing Remarks(Grand Ballroom North & Central)Plenary:“Catalyzing Partnerships forDeveloping STEM OutreachPrograms”Introduction:Shirley M. Malcom, Director, EHR,AAASPlenary Speaker:Lynford L. Goddard, AssistantProfessor, Department of Electricaland Computer Engineering, Universityof Illinois, UrbanaClosing Remarks:Joan Prival, Noyce Lead ProgramDirector, DUE, NSF12:45 pm Conference Adjourns82012 NSF Robert Noyce Teacher Scholarship Program Conference


HOTEL FLOOR PLANS2012 NSF Robert Noyce Teacher Scholarship Program Conference9


SPEAKER BIOGRAPHIESKatherine J. DennistonDenniston received a B.A. in Biology from Mansfield Universityand a Ph.D. in Microbiology from The Pennsylvania State University.Following two years as a post‐doctoral fellow in the Departmentof Genetics at the University of Wisconsin Madison, Dennistonjoined the National Cancer Institute as a Senior Staff Fellow.She then worked as a Research Assistant Professor in the Divisionof Molecular Virology and Immunology of Georgetown University.In 1985, Denniston joined the faculty of Towson University, holdinga variety of positions over the years. She was Professor ofBiological Sciences and for many years held the position of Directorof the Center for Science and Mathematics Education. In thatposition she ran a variety of programs including the MarylandCollaborative for Teacher Preparation II, the Maryland Educators’Summer Research Program, and the Maryland Governor’s Academyfor Science and Mathematics Teachers. Denniston and coauthorsRobert Caret and Joseph Topping have published a chemistrytext for allied health majors since 1989. General, Organic,and Biochemistry is in its seventh edition.In 1999, Denniston became the Associate Dean of the Fisher Collegeof Science and Mathematics and in 2008 was appointed AssociateProvost of the university. She spent the 2002‐2004 academicyears as a program officer in the Division of UndergraduateEducation (DUE) at NSF and returned to DUE as Deputy Directorin 2010 and is currently serving as the Acting Division Director.Julie EvansJulie Evans is the CEO of Project Tomorrow, www.tomorrow.org,one of the nation’s leading education nonprofit organizations.Project Tomorrow (formally known as NetDay) is dedicated toempowering K‐12 students, teachers and parents to have a largervoice in improving education and learning. Evans has been CEOof this organization since 1999. Prior to this position, Evans enjoyeda successful 17‐year career in national and regional salesand marketing management with Unisys and two education technologystartups. Evans is a graduate of Brown University andserves on the Board of Directors of Project Tomorrow, the InternationalSociety for Technology in Education (ISTE), the TECHSETSAdvisory Board, the TechAmerica Foundation Board and theChildrens’ First Advisory Council. She has served on the AdvisoryBoards for the 2009 and 2012 Horizon K‐12 Report and the 2009,2010, 2011 and 2012 Horizon Higher Education Reports. Evanswas selected in 2003 as a Frances Hesselbe in Community InnovationFellow and is a frequent speaker, writer and commentatoron children, education, science and technology issues. In April2008, Evans was named as one of the Top Ten Most InfluentialPeople in Education Technology over the past 10 years byeSchool News, a leading national education publication.Joan Ferrini-MundyJoan Ferrini‐Mundy is Assistant Director of the National ScienceFoundation (NSF) Directorate for Education and Human Resources(EHR), a position she has held since February 2011, andis responsible for the leadership of EHR. She had served theFoundation in a number of capacities since 2007 including asinaugural director (through an Intergovernmental Personnel Actappointment) of the EHR Directorate's Division of Research onLearning in Formal and Informal Settings.From 2007 through 2009, Ferrini‐Mundy was a member of theNational Science and Technology Council's (NSTC) Subcommitteeon Education, and currently co‐chairs the Strategic Plan workgroupof the National Science and Technology Council Committeeon STEM Education. She is a member of the MathematicsExpert Group of the Programme for International Student Assessment(PISA), and in 2007‐2008, representing NSF, she servedas an ex officio member of the President's National MathematicsAdvisory Panel, and co‐chaired its Instructional Practices TaskGroup. From 1999 ‐ 2011 Ferrini‐Mundy held an appointmentat Michigan State University (MSU), where she was a UniversityDistinguished Professor of Mathematics Education in the Departmentsof Mathematics and Teacher Education, and AssociateDean for Science and Mathematics Education in the College ofNatural Science. Her research interests include calculus teachingand learning, mathematics teacher learning, and mathematicsand science education policy at the K‐12 level. Ferrini‐Mundyholds a PhD in mathematics education from the University ofNew Hampshire. She was elected a fellow of the American Associationfor the Advancement of Science in 2011.Yolanda S. GeorgeYolanda Scott George is Deputy Director and Program Director,Education and Human Resources Programs, American Associationfor the Advancement of Science (AAAS). She has served asDirector of Development, Association of Science‐TechnologyCenters (ASTC), Washington, DC; Director, Professional DevelopmentProgram, University of California, Berkeley, CA, a precollegeacademic enrichment, university retention, and pregraduateschool program in STEM for minorities and women;and as a research biologist at Lawrence Livermore Laboratory,Livermore, California involved in cancer research and cell cyclestudies using flow cytometer and cell sorters.George conducts evaluations, project and program reviews, andevaluation workshops for both the National Institutes of Healthand National Science Foundation, as well as reviews STEM proposalsfor private foundation and public agencies, including CarnegieCorporation of New York, the Ford Foundation, and theEuropean Commission. She develops and coordinates conferencesand workshops related to STEM undergraduate reformand recruitment and retention of minorities, women, and personswith disabilities in STEM. She works with UNIFEM, UNESCO,102012 NSF Robert Noyce Teacher Scholarship Program Conference


SPEAKER BIOGRAPHIESL’Oreal USA and Paris and non‐governmental organizations ongender, science, and technology initiatives related to college anduniversity recruitment and retention and women leadership inSTEMOver the last 25 years she has raised over $80 million for a varietyof STEM education initiatives for colleges and universities,associations, and community‐based groups. She currently servesas principal investigator (PI) or co‐PI on several National ScienceFoundation (NSF) grants, including the Vision and Change in UndergraduateBiology Education; National Science Education DigitalLibrary (NSDL) Biological Sciences Pathways; Historically BlackColleges and Universities‐Undergraduate Programs (HBCU‐UP);Robert Noyce Teacher Scholarship Program; and TransformingUndergraduate Education in STEM (TUES). In addition, George isthe lead AAAS staff person for the L'Oréal USA Fellowships forWomen in Science Program (postdoctoral fellowships) and theDavid and Lucile Packard Foundation HBCU Graduate ScholarsProgram (graduate school fellowships).George serves on a number of boards or committees, including:Maria Mitchell Women in Science Awards Committee; McNeil/Lehrer Productions Online Science Reports Advisory Committee;the Center for the Advancement of informal Science EducationAdvisory Board; and the South Dakota Biomedical Research NetworkAdvisory Committee; Burroughs Wellcome Fund, ScienceEnrichment Program Grants, Advisory Board; and The History‐Makers, ScienceMakers, Advisory Board.George has authored or co‐authored over 50 papers, pamphlets,and hands‐on science manuals. She received her B.S. and M.S.from Xavier University of Louisiana and Atlanta University inGeorgia, respectively.Lynford GoddardLynford L. Goddard received the B.S. degree (with distinction) inmath and physics, the M.S. degree in electrical engineering, andthe Ph.D. degree in physics from Stanford University, in 1998,2003, and 2005, respectively. His doctoral research focused oncharacterization and modeling of 1.5 μ m GaInNAsSb/GaAs lasers.At Lawrence Livermore National Lab, he conducted postdoctoralresearch on photonic integrated circuits, sensors, anddata processing systems.Goddard joined the University of Illinois as an assistant professorof Electrical and Computer Engineering in 2007. His researchgroup focuses on fabricating, characterizing, and modelingphotonic sensors, integrated circuits, and instrumentation, aswell as developing new processing techniques and testing novelsemiconductor materials and devices. Applications include hydrogendetection for fuel cells, carbon dioxide detection forreducing post‐harvest food loss, optical spectrum analysis andquantitative phase microscopy for metrology, and integratedmicroring Bragg reflectors for narrow linewidth lasers and nextgeneration chip‐scale communication systems.Goddard is an Associate Editor of the IEEE Photonics Journal. Heis the recipient of a Presidential Early Career Award for Scientistsand Engineers (PECASE), nominated by the Department of Energyin 2008, and the inaugural AAAS Early Career Award forPublic Engagement with Science in 2011. Goddard is an authoror co‐author of over 85 publications.Alan I. LeshnerAlan I. Leshner has been Chief Executive Officer of the AmericanAssociation for the Advancement of Science and Executive Publisherof the journal Science since December 2001. AAAS (triple A‐S) was founded in 1848 and is the world's largest, multidisciplinaryscientific and engineering society.Before coming to AAAS, Leshner was Director of the NationalInstitute on Drug Abuse (NIDA) from 1994‐2001. One of the scientificinstitutes of the U.S. National Institutes of Health, NIDAsupports over 85% of the world's research on the health aspectsof drug abuse and addiction.Before becoming Director of NIDA, Leshner had been the DeputyDirector and Acting Director of the National Institute of MentalHealth. He went to NIMH from the National Science Foundation(NSF), where he held a variety of senior positions, focusing onbasic research in the biological, behavioral and social sciences,science policy and science education.Leshner went to NSF after 10 years at Bucknell University, wherehe was Professor of Psychology. He has also held long‐term appointmentsat the Postgraduate Medical School in Budapest,Hungary; at the Wisconsin Regional Primate Research Center;and as a Fulbright Scholar at the Weizmann Institute of Sciencein Israel. Leshner is the author of a major textbook on the relationshipbetween hormones and behavior, and has publishedover 150 papers for both the scientific and lay communities onthe biology of behavior, science and technology policy, scienceeducation, and public engagement with science.Leshner received an undergraduate degree in psychology fromFranklin and Marshall College, and M.S. and Ph.D. degrees inphysiological psychology from Rutgers University. He also hasbeen awarded six honorary Doctor of Science degrees. Leshneris an elected fellow of AAAS, the National Academy of PublicAdministration, the American Academy of Arts and Sciences, andmany other professional societies. He is a member of the Instituteof Medicine of the National Academies of Science and Vice‐Chair of its governing Council. He was appointed to the National2012 NSF Robert Noyce Teacher Scholarship Program Conference11


SPEAKER BIOGRAPHIESScience Board by President Bush in 2004 and reappointed byPresident Obama in 2011. He is also a member of the AdvisoryCommittee to the Director of NIH.Shirley M. MalcomShirley M. Malcom, Director for Education and Human Resources(EHR) Programs at AAAS, has served as a program officer in theNSF Science Education Directorate; an assistant professor ofbiology, University of North Carolina, Wilmington; and a highschool science teacher. Malcom received her Ph.D. in Ecologyfrom the Pennsylvania State University; Master’s in Zoologyfrom the University of California, Los Angeles; and Bachelor’swith distinction in Zoology from the University of Washington. Inaddition, she holds 16 honorary degrees.Malcom serves on several boards, including the Heinz Endowments,Public Agenda, and Digital Promise. She serves as a trusteeof Caltech and as a Regent of Morgan State University. In2003, Malcom received the Public Welfare Medal of the NationalAcademy of Science, the highest award granted by the Academy.She was a member of the National Science Board, the policymakingbody of NSF, from 1994 to 1998, and of the President’s Committeeof Advisers on Science and Technology from 1994 to2001.James H. Shelton, IIIJim Shelton is the Assistant Deputy Secretary for Innovationand Improvement, managing a portfolio that includes most ofthe Department’s competitive programs including i3, PromiseNeighborhoods, and others focused on teacher and leaderquality, school choice and learning technology.Previously, he served as a Program Director for Education atthe Bill & Melinda Gates Foundation, managing portfoliosranging from $2 to 3 billion in non‐profit investments targetingincreased high school and college graduation rates. Sheltonhas also been the East Coast lead for NewSchools VentureFund, and co‐founded LearnNow, a school managementcompany that later was acquired. After four years in Atlantaadvising CEOs and other executives on issues related to strategy,business development, and organizational design andeffectiveness, he left McKinsey & Company as a senior manager.Upon leaving McKinsey, he joined Knowledge Universe,Inc., where he launched, acquired, and operated educationrelatedbusinesses.Shelton holds a bachelor’s degree in computer science fromAtlanta’s Morehouse College as well as master’s degrees inbusiness administration and education from Stanford University.Shelton currently resides in his hometown, Washington,D.C., with his wife and two sons (Sonia, Justice and Jameson).Carl WiemanCarl Wieman was confirmed by the United States Senate toserve as the Associate Director for Science at the White HouseOffice of Science and Technology Policy in September2010. Wieman previously divided his time between the Universityof British Columbia and the University of Colorado. At eachinstitution, he served as both the Director of Collaborative ScienceEducation Initiatives aimed at achieving widespread improvementin undergraduate science education and as aProfessor of Physics.From 1984 through 2006, he was a Distinguished Professor ofPhysics and Presidential Teaching Scholar at the University ofColorado. While at the University of Colorado, he was a Fellow ofJILA (a joint federal‐university institute for interdisciplinary researchin the physical sciences) and he served as the Chair of JILAfrom 1993‐95. Wieman has conducted extensive research inatomic and laser physics. His research has been recognized withnumerous awards including sharing the Nobel Prize in Physics in2001 for the creation of a new form of matter known as “Bose‐Einstein condensate.”Wieman has also worked extensively on research and innovationsfor improving science education; he was the founding Chairof the National Academy of Sciences Board on Science Education.He has received numerous awards, including the NationalScience Foundation’s Distinguished Teaching Scholar Award(2001), the Carnegie Foundation’s U.S. University Professor ofthe Year Award (2004), and the American Association of PhysicsTeachers’ Oersted Medal (2007) for his work on science education.Wieman received his B.S. in Physics from the MassachusettsInstitute of Technology in 1973 and his Ph.D. from StanfordUniversity in 1977.122012 NSF Robert Noyce Teacher Scholarship Program Conference


WORKSHOP ABSTRACTSSession I: Thursday, May 24, 20129:15am - 10:30am1.1 This session includes two 30‐minute presentations.1.1A Teaching Fellows Learning About Teaching by Learningfrom Teaching: The TEACH/Here Residency Performance‐BasedEvaluation SystemLength of Session: 30 minutesSusan Benner, University of TN, KnoxvilleGeri Landry, glandry@utk.edu, UTKLynn Hodge, lhodge@utk.edu, UTKMichael Lawson, mlawso13@utk.edu, UTK Noyce TeachingFellowTarget Audience: Noyce Master Teachers, Project PIs, Co‐PIs,Other Faculty/Staff, School and District Administrators,Evaluators/Education ResearchersTopic: Innovative Noyce Program Practices and TeacherPreparation ModelsOne of the most promising tools available to teacher educatorsto achieve both accountability for their programs andprovide an effective teaching tool for their teacher candidatesis performance‐based assessment. This session will describethe experience and progress of TEACH/Here (T/H) teachingfellows as they use the Teacher Performance Assessment(TPA) coupled with state‐required performance‐based teacherevaluation systems to prepare for their careers. The TPA includesa series of teaching events where educators evaluateand reflect on their own practice. The teaching fellows plan a3‐to‐5 day learning segment for one class of students. Theyalso collect evidence including: lesson plans, video clips ofinstruction, and student work samples. The TPA includes reflectivecommentaries where teachers explain their professionaljudgments underlying the artifacts collected during theplanning and teaching event. From this experience the fellowslearn from their own teaching by analyzing their instructionand from their own evaluation of student learning. Concurrently,the fellows participate in the state‐required evaluationsystem used in their placements for in‐service teachers. TheMarshall‐based Project COACH, used in Hamilton County, involvesa series of “walk‐through” mini‐observations followedwith feedback and teacher reflection. In Knox County theTeacher Educator Accelerator Model (TEAM) is also focusedon teacher development through announced and unannouncedobservations and analysis of student learning. Thispresentation will describe the fellows’ progress as they usedthe TPA to prepare for their teaching positions while concurrentlyparticipating in these developmental evaluations.1.1B Using Undergraduate Research with Noyce Teamsto Encourage Learning Community Development and PBLApplicationsLength of Session: 30 minutesBrad Hoge, University of Houston DowntownTarget Audience: Undergraduate and/or Graduate NoyceScholars, Noyce Master Teachers, Project PIs, Co‐PIs, OtherFaculty/StaffTopic: Innovative Noyce Program Practices and TeacherPreparation ModelsThe Noyce Teacher Scholarship Program in Natural Sciences(NS) at the University of Houston Downtown (UHD) has facedmany unique challenges due to our students’ backgroundsand Houston’s education workforce atmosphere. Recruitmentand retention are impacted by students’ lack of preparationfor the additional requirements of the Noyce program on topof their strenuous science degrees, and fears that jobs will notbe available when they complete the program. These challengesare being met through the development of a supportivelearning community which includes UHD faculty, AldineISD (AISD) mentor and junior teachers, and the Houston UrbanNetwork for STEM (HUNSTEM). Groups of UHD/Noyce scholarsare grouped with AISD mentor teachers, junior teachers,and UHD faculty mentors to form Noyce teams which meetface‐to‐face and use HUNSTEM to communicate and considerpedagogical issues and challenges. HUNSTEM is a pK‐16 learningcommunity developed by the NS Department in collaborationwith numerous educational partners across Texas as amedium to network science teachers with the scientific communityof the greater Houston Area and connect them toavailable resources. UHD/Noyce Scholars also have the benefitof interacting with faculty and peers of the UHD ScholarsAcademy (SA). The SA provides peer‐mentoring and tutoringas well as undergraduate research opportunities. UHD/Noycestudents are encouraged to pursue undergraduate research.Summer research conducted by Noyce teams will provide allmembers invaluable experience with scientific research whichwill allow them to develop ideas for applying their experiencesinto project‐based learning in the classroom.1.2 An Urban‐Rural University Partnership: Understandingthe 'Other'Length of Session: 60 minutesDeidre B. Sessoms, California State University, SacramentoKelly McDonald, mcdonald@csus.edu, California State University,SacramentoJennifer Oloff‐Lewis, Joloff‐lewis@csuchico.edu,California State University, Chico142012 NSF Robert Noyce Teacher Scholarship Program Conference


WORKSHOP ABSTRACTSDavid Kagan, Dkagan@csuchico.edu, California State University,ChicoBrandi Aranguran, Baranguran@csuchico.edu, California StateUniversity, ChicoJulia Smith, juliam.smith@yahoo.com, California State University,Sacramento, Noyce ScholarTarget Audience: Project PIs, Co‐PIs, Other Faculty/Staff, Schooland District AdministratorsTopic: PartnershipsA recent report, “Transforming Teacher Education Through ClinicalPractice,” from the National Council for Accreditation ofTeacher Education (NCATE) blue ribbon panel on clinical teacherpreparation and partnerships promotes developing collaborativeprofessional communities and supporting strategic partnershipsto prepare effective teachers (NCATE, November 2010). TwoCalifornia State University campuses, Sacramento and Chico,have worked collaboratively with area school districts since 2007to build an innovative partnership for preparing undergraduatesand re‐entry career changers as Noyce Scholars in math andscience. The focus of our partnership has increased our capacityto effectively teach different populations of students, from smallschools in rural farming communities to large urban comprehensivehigh schools. Two especially effective activities that will bedescribed are 1) twice yearly collaborative professional developmentworkshops at either site that capitalize on the differentresources available in our respective communities and 2) studentteacher “shadowing exchanges.”’ where Scholars from ruralschools spend 2‐4 days with Scholars in urban schools, and viceversa. As a result of shadowing, Scholars have begun to addressthe stereotypes they may have of schools that are unlike thosethey have previously experienced, and some have pursuedemployment in geographical areas they had not initiallyconsidered. Faculty and Scholars from both campuses will shareeffective partnership activities and the impact those activitieshave had on us. Time will be allotted for participants to brainstormpartnerships, leaving with a template for action in theirown Noyce Programs.Target Audience: Undergraduate and/or Graduate NoyceScholars, Project PIs, Co‐PIs, Other Faculty/Staff, School andDistrict Administrators, Higher Education Institution Administrators,Evaluators/Education ResearchersTopic: Recruitment and Marketing StrategiesThe project PI will present techniques used to market andrecruit majors to their Noyce program. We would like tohear from the audience regarding new techniques for marketingand recruitment in an effort to get new and creativeideas for the same.1.3B A Comprehensive Recruitment Strategy of STEMProfessionals into K12 Teaching: Analyzing Data from FiveYears of Marketing through Noyce Projects at KennesawState UniversityLength of Session: 30 minutesGregory T. Rushton, Kennesaw StateNancy Overley, Kennesaw StateTarget Audience: Project PIs, Co‐PIs, Other Faculty/Staff,School and District Administrators, Higher Education InstitutionAdministrators, Evaluators/Education ResearchersTopic: Recruitment and Marketing StrategiesSince 2007, Kennesaw State University has been awardedtwo Noyce projects to recruit, prepare, and retain STEMmajors and professionals into secondary K12 teaching careersin the physical sciences (i.e., chemistry or physics). Todate, the two projects have attracted 53 candidates into theMaster of Arts in Teaching (MAT) Chemistry or Physicsprograms, 25 of whom have been STEM career changersreceiving Noyce funding through stipend support or fellowships.This presentation will focus on the development, implementation,evolution and analysis of the marketing planfor attracting the STEM professionals into education careers,towards the goal of devising a comprehensive recruitmentstrategy for Noyce projects across the country to considerwhen constructing their own advertising and marketing effortsfor this population.1.3 This session includes two 30‐minute presentations.1.3A Recruiting Majors for Noyce Teacher ScholarshipProgramLength of Session: 30 minutesRobert Ferdinand, East Central University1.4 This session includes two 30‐minute presentations.1.4A Studio Classrooms: A Greenhouse for GrowingMathematics LeadersLength of Session: 30 minutesThomas Dick, Oregon State UniversityAmber Clark, clarkam@onid.orst.edu, Oregon StateUniversity, Noyce Teaching FellowAlyssa Goss, gossa@onid.orst.edu, Oregon State University,Noyce Teaching Fellow2012 NSF Robert Noyce Teacher Scholarship Program Conference15


WORKSHOP ABSTRACTSTarget Audience: Noyce Teaching Fellows, Noyce MasterTeachers, Project PIs, Co‐PIs, Other Faculty/Staff, School andDistrict Administrators, Non‐Profit Organization Personnel,Evaluators/Education ResearchersTopic: Teacher LeadershipThe Mathematics Studio Classroom is a scalable and sustainablemodel that can transform the professional learning culturein a school. A cohort of teachers, coaches, and administratorsmeets to learn and rehearse “mathematically productiveteaching routines”‐‐practices that are designed to: aligndirectly with how students learn mathematics, recur regularlyin the everyday work of teaching mathematics, typicallyinvolve one or more challenging aspects of mathematicsteaching, and enable mathematical access and challenge forall students. Studio work includes planning for implementationof a lesson, a “live” rehearsal of one or more of theseroutines, observations of the enacted plan, gathering of studentdata, and analysis of data as evidence about the impactof instructional decisions and lesson design.When the Mathematics Studio model takes root in a school,as evidenced by student data, the school becomes a living“greenhouse” for seeding expansion of the studio model.Cohorts of teachers and administrators from other schools/districts attend the greenhouse studio to develop readinessfor launching their own studio work. Pre‐service teachers andtheir supervisors from local universities are Residents in selectedgreenhouse studios. Teams of administrators form“leadership studios” in the greenhouse school focus on planning,enacting/rehearsing, and debriefing specific math leadershipstrategies. Mathematics coaches and other teacherleaders use the studio school as context for developing theirleadership skills in “real time” with teachers and students.Researchers use the greenhouse studio school as context fora variety of research agendas.1.4B Action Research in STEM ClassroomsLength of Session: 30 minutesLeah McCoy, Wake Forest UniversityJoseph Hester, hestjm7@wfu.edu, Wake Forest University,Noyce ScholarAnna Hester, walka27@wfu.edu, Wake Forest University,Noyce ScholarSamantha Freiberg, freisk11@wfu.edu, Wake Forest University,Noyce ScholarTarget Audience: Undergraduate and/or Graduate NoyceScholars, Noyce Teaching Fellows, Noyce Master Teachers,Project PIs, Co‐PIs, Other Faculty/StaffTopic: Teacher LeadershipOur Noyce program requires that each scholar complete anaction research project in their student‐teaching classroom.This is a major learning component for prospective teachersand teacher leaders to integrate analysis and experimentation.It is a continuous formative assessment of all elementsof the teaching process where the intern identifies a problem,seeks information, applies a possible solution, and then reflectson the results and next steps. The experience is formalizedand includes input from both the university instructor andthe cooperating teacher. Outcomes include development ofthe inquiry and reflection skills of the candidates, as well asconcrete findings that inform their practice. We will describethe project as a whole, as well as specific studies. Each ofthree Noyce scholars will discuss their study in detail and presentdata to show impact in their classroom and beyond.Their studies are briefly described below.Study 1 investigated how graphing calculators can be used tosupport conceptual understanding in mathematics. The researchervaried teaching methods to investigate the effect onstudents’ conceptual understanding of using calculators indifferent ways.Study 2 examined the effects of humanistic, research‐basedscience stories on high school biology students’ identificationwith science ‐‐ that is, the extent to which they can see themselvesas able to understand and do the work of a scientist.Study 3 explored how having students identify self‐relevantfuture goals and form related sub‐goals affected their perceptionof relevance, task instrumentality, and achievement in amath class.1.5 Using Connective Technology Resources in UrbanScience ClassroomsLength of Session: 60 minutesPamela Fraser‐Abder, New York UniversityMeagan Driver, myd210@nyu.eduAlice Yang, ay518@nyu.eduJamie Dinsmoor, jld393@nyu.eduTarget Audience: Undergraduate and/or Graduate Noyce Scholars,Noyce Teaching Fellows, Noyce Master Teachers, Project PIs,Co‐PIs, Other Faculty/StaffTopic: Innovative Noyce Program Practices and Teacher PreparationModelsParticipants will explore connective technology and will reviewweb resources and instructional strategies that they can adaptand integrate into their own science curriculum.162012 NSF Robert Noyce Teacher Scholarship Program Conference


WORKSHOP ABSTRACTSDuring this workshop participants will explore the followingthree questions:1.) What connective technology resources are available forteaching secondary science?2.) Where can you find information on these resources?3.) How can you integrate these resources into your curriculum?We will explore the use of media, out‐of‐school education programs,non formal science institutions, museums and other sciencelearning outlets as valuable segments of our nations scienceeducation infrastructure. Strategies for using technology(e.g. the iPad and apps) to expose your students to institutionalresources in your immediate neighborhood, the entire countryand around the world will be discussed. At the end of the sessionattendees will have web resources and instructional strategiesthat they can adapt and integrate into their own science curriculum.Attendees are encouraged to bring their own iPad, iphone,laptops if possible.1.6 Integrating Modeling Instruction Across theCurriculum: Establishing An Inquiry ParadigmLength of Session: 60 minutesLaird Kramer, Florida International UniversityJulian Edward, edwardj@fiu.edu, FIUIvette Vallejo, Noyce fellow, FIUTarget Audience: Undergraduate and/or Graduate Noyce Scholars,Noyce Teaching Fellows, Noyce Master Teachers, Project PIs,Co‐PIs, Other Faculty/Staff, Evaluators/Education ResearchersTopic: Innovative Noyce Program Practices and Teacher PreparationModelsFlorida International University has integrated Modeling Instructioninto its Secondary Science and Mathematics Teacher PreparationPrograms to facilitate implementation of guided inquiry inour graduates’ classrooms. Potential teachers may first experienceModeling in an introductory course, may then facilitatelearning as an undergraduate Learning Assistant in a Modelingcourse, and will take Modeling‐based methods course(s) as partof their teacher preparation program. These experiences arecoupled to ongoing year‐round teacher professional developmentcentered around Modeling.This comprehensive deployment allows teacher candidates toexperience Modeling from both the student and teacher perspectivesand be inducted into a supportive professional developmentcommunity. Participants in this interactive workshopwill learn how Modeling can serve as the core of teacher preparationprograms. After completing a Modeling activity, participantswill learn how to integrate Modeling across the introductoryand preservice curriculum and learn about the developmentof the university‐level Modeling Instruction Curriculum.1.7 The DUETS Program: Highly Effective Urban STEMTeachersLength of Session: 60 minutesDeborah A. Harmon, Eastern Michigan University,deborah.harmon@emich.edu, DUETS ScholarsTarget Audience: Undergraduate and/or Graduate Noyce Scholars,Noyce Teaching Fellows, Noyce Master Teachers, Project PIs,Co‐PIs, Other Faculty/Staff, School and District Administrators,Higher Education Institution Administrators, Evaluators/Education ResearchersTopic: Innovative Noyce Program Practices and Teacher PreparationModelsUnderstanding the need for the recruitment and retention ofSTEM teachers in urban classrooms, Eastern Michigan University(EMU) created the Developing Urban Educators Teaching STEM(DUETS) program. DUETS was built upon the foundation of twoother highly successful programs aimed at recruiting STEMteachers and recruiting and retaining preservice teachers ofcolor and teachers of color. EMU’s Creative Scientific InquiryExperience Program, an NSF‐funded STEP initiative, was createdby faculty from chemistry, mathematics, and the Office of AcademicService‐Learning to link introductory STEM courses in acluster model with a one‐credit University‐Seminar with theintent to implement interventions and innovative pedagogy thatsupport high academic standards, promote faculty collaborationacross disciplines, and increase student performance and persistencein demanding fields. The Minority Achievement, Resiliency,and Success (MARS) Program was established in the Collegeof Education at EMU to support minority students in theteacher preparation program by providing a senior seminarbased upon understanding racial identity, developing culturalcapital, professional skills, and urban/multicultural education.The MARS Program, in its eleventh year, has enjoyed a graduationrate of 100% with 99% of its students employed as teachers.The merging of these two programs led to the creation of a comprehensivesupport system that follows DUETS scholars throughpreservice into 5 years of teaching. The result has been STEMteachers who are highly effective in urban schools. This presentationwill present the DUETS program, it successes, it challenges,and its positive impact on its sister programs.2012 NSF Robert Noyce Teacher Scholarship Program Conference17


WORKSHOP ABSTRACTS1.8 Preparing Noyce Scholars for Effective Instruction ofEnglish Language Learners in STEM ClassroomsLength of Session: 60 minutesOrlando B. Alonso, Lehman College, CUNYMargo DelliCarpini, margo.dellicarpini@lehman.cuny.edu, CUNYTarget Audience: Undergraduate and/or Graduate Noyce Scholars,Noyce Teaching Fellows, Noyce Master Teachers, Project PIs,Co‐PIs, Other Faculty/Staff, School and District Administrators,Higher Education Institution AdministratorsTopic: Innovative Noyce Program Practices and Teacher PreparationModelsLittle research exists on effective ways to prepare secondarymathematics and science teachers to work with English LanguageLearners (ELLs) in the mainstream mathematics and science(MS) classrooms. Given the achievement gap that existsbetween ELLs and their native speaking counterparts in MS subjectsand the growing numbers of ELLs in US schools, this becomesa critical issue since academic success for these studentsdepends on the effectiveness of instruction they receive not onlyin the English as a second language classroom (ESL), but in themainstream classroom as well. We describe the implementationof a course specifically designed to prepare Noyce scholars in MSteacher education programs to work with ELLs in MS classroomsthrough effective content and language integration and to provideopportunities for collaboration between these Scholars andESL teacher candidates to target the needs of ELLs in the contentand ESL classroom.This course was co‐developed and is co‐taught by a MathematicsEducation Professor and TESOL Professor with visits from a ScienceEducation faculty member. We describe the rationale behindthe development of the course, provide a detailed descriptionof the course and its requirements, and present findingsfrom the Noyce scholars enrolled in terms in positive change inknowledge, skills, and beliefs related to working with ELLs insecondary‐level mainstream MS classrooms. We share lessonslearned and modifications made to the course based on findingsto date and offer suggestions for teacher education programsinterested in developing and adopting similar coursework.1.9 Project‐based Inquiry as a Model for Teaching, Learningand Assessing Science in the Grade 7‐12 ClassroomLength of Session: 75 minutesRegina Toolin, University of VermontBeth White, Beth.White@UVM.edu, University of Vermont,Graduate Research AssistantTarget Audience: Undergraduate and/or Graduate Noyce Scholars,Noyce Teaching Fellows, Noyce Master Teachers, Project PIs,Co‐PIs, Other Faculty/Staff, School and District AdministratorsTopic: Innovative Noyce Program Practices and Teacher PreparationModelsIn this workshop, a model for understanding and applying principlesof project‐based inquiry (PBI) in the 7‐12 science classroomwill be presented. Participants will engage in an interactive discussionof PBI principles, examine a variety of PBI examplesacross the 7‐12 spectrum and review a template for PBI designbased on backward design curriculum principles. During theworkshop, participants will utilize the PBI template to initiate thedesign of a project that may be integrated into their curriculumand teaching. The workshop will culminate in an open discussionabout issues and limitations of PBI development and implementationin grades 7‐12.1.10 CCSS Standards for Mathematical Practice: What areThey, and How Can They Improve Instruction Today?Length of Session: 75 minutesDavida Fischman, CSU San BernardinoTarget Audience: Undergraduate and/or Graduate Noyce Scholars,Noyce Teaching Fellows, Noyce Master Teachers, Project PIs,Co‐PIs, Other Faculty/Staff, School and District AdministratorsTopic: Resources for TeachersThe Common Core State Standards (CCSS) encourage a conceptualapproach to mathematics and provide a coherent developmentof K‐12 mathematics through the grades. The CCSS documentbegins with Standards for Mathematical Practice, whichdescribe a variety of expertise, proficiencies, and processes thatare valuable tools for all students of mathematics. Implementationof these practices is crucial to the success of the CCSS.Whether the content being taught is taken from the currentstate standards or from the Common Core Standards, thesemathematical practices will help increase both understandingand capabilities for our students.What is meant in each of the Standards for Mathematical Practiceis not always obvious; this session will provide time and contextto delve deeply into several of these standards to get a bettersense of their richness and complexity. We will view and analyzevideos to gain understanding of how these practice standardsmight play out in the classroom, and participants will developtheir own strategies to incorporate them into currentteaching today, so as to enrich the teaching of the current curriculumwhile getting a head‐start on implementing the CommonCore State Standards.182012 NSF Robert Noyce Teacher Scholarship Program Conference


WORKSHOP ABSTRACTS1.11 From Candidate to Teacher: Innovative Induction andMentoring in the PhysTEC Noyce ProgramLength of Session: 75 minutesJon Anderson, anderson.jon.p@gmail.com, Centennial HighSchool, PhysTEC Noyce ProgramB Lippitt, B.Lippitt@systemsbiology.org, Seattle Pacific UniversityHeidi Rowles, rowleh@spu.edu, Seattle Pacific University, NoyceScholarJacob Clark Blickenstaff, blickenstaff@aps.org, American PhysicalSocietyTarget Audience: Undergraduate and/or Graduate Noyce Scholars,Noyce Master Teachers, Project PIs, Co‐PIs, Other Faculty/Staff, School and District AdministratorsTopic: Supporting New TeachersThe PhysTEC Noyce program works with six university campusesacross the country to attract, prepare, and support new highschool physics teachers. One of the most important componentsof induction and mentoring at our sites has been the hiringof Visiting Master Teachers (VMTs). VMTs are experienced highschool physics teachers who act as the most direct contact betweenthe program and our scholars. VMTs and scholars meetregularly, and communicate frequently by email and telephone.The VMTs’ knowledge of the local school systems providesinvaluable information to scholars as they look for employmentand begin their first teaching positions.The workshop facilitators include a current Noyce scholar fromSeattle Pacific University (SPU), the VMT from SPU, and our VMTcoordinator‐‐ a high school physics teacher. This workshop willbe very interactive, as we ask participants to consider how bestto support new science teachers as they transition from studentteaching to their first employment. Our team will share whatbest practices have evolved over the years we have implementedthe VMT program.1.12 Recruiting Today's Engineering Students to BecomeTomorrow's TeachersLength of Session: 60 minutesTrina Crowley, University of Massachusetts, Dartmouth, pcrowley@umassd.eduTesfay Meressi, University of Massachusetts, Dartmouth,tmeressi@umassd.eduJustin Mare, University of Massachusetts, Dartmouth,jmare@umassd.eduMatt Huberman, University of Massachusetts, Dartmouth,mhuberman@umassd.eduTarget Audience: Project PIs, Co‐PIs, Other Faculty/Staff, HigherEducation Institution Administrators, Evaluators/Education ResearchersTopic: Recruitment and Marketing StrategiesThere are alarmingly low numbers of engineering students whochoose to pursue teaching as a profession. This phenomenonhas led to a lack of highly qualified, content knowledgeableteachers with engineering credentials in our K‐12 schools. Thepurpose of this workshop will be to discuss ways in which K‐12schools are currently preparing students for engineering; to discusshow undergraduates, who select Engineering as their major,perceive teaching as a profession (as well as what or who influencedtheir ideas about teaching); and to look at selection criteriafor acceptance to teacher licensure programs in regards tothe Engineering student population. Outcomes from this workshopcould be how we can increase the numbers of highly qualified,content knowledgeable engineering teaching professionalsfor K‐12 classrooms, as well as how to inform more effective K‐12 practices ‐ such as coursework, programs, preparation, andrecruitment methods for attracting engineers into the teachingprofession where they could provide rich content material totheir students. Leading this workshop will be the Associate Deanof the College of Engineering, two Noyce Scholars (one who hadmajored in Engineering ,but changed to Mathematics, and onewho has been in Mathematics his whole college experience) andthe Director of Academic Programs, School of Education, PublicPolicy & Civic Engagement.1.13 Social Media for STEM Educators: How to Build anOnline Community Around STEM Ideas and Market Yourselfas a Leader in the FieldSession Length: 60 minutesSteven Fletcher, St. Edward's University, ssfletch@gmail.comJorge Sanhueza‐Lyon, jsanhuezalyon@mac.com, University ofTexas at AustinTarget Audience: Undergraduate and/or Graduate Noyce Scholars,Noyce Teaching Fellows, Noyce Master Teachers, Project PIs,Co‐PIs, Other Faculty/StaffTopic: Teacher LeadershipThis session will address how social media (like facebook, twitter,tumblr, posterus, storify, pinterst) can be utilized by STEMeducators. Participants will explore examples of ways that thesetools have been used by journalists and others to tell stories andcreate global communities around current issues. They will thenwork together to translate themes that are useful in the work ofSTEM education. Examples of how teachers use social media inthe classroom with students will also be explored and examinedin the session. Participants will receive links to materials and2012 NSF Robert Noyce Teacher Scholarship Program Conference19


WORKSHOP ABSTRACTStutorials for using different online tools. Presenters include ascience educator with an interest in innovation and an awardwinning multimedia journalist who also teaches online socialmedia courses at UT Austin.1.14 Why Don't You Just Tell Us the Information?: AnInstructional Model for Moving Away from Teaching by Tellingand Towards Guided Inquiry for the 21st Century ClassroomLength of Session: 60 minutesAnnabel D'Souza, Graduate Center‐CUNYTarget Audience: Undergraduate and/or Graduate NoyceScholars, Noyce Teaching Fellows, Noyce Master Teachers,School and District Administrators, Higher Education InstitutionAdministrators, Evaluators/Education ResearchersTopic: Resources for TeachersUniversities and the work force require that students have experiencein identifying, locating, and analyzing requisite information,have the ability to solve intricate problems with real worldapplications, and are able to work with others cooperatively. Forpre‐service and in‐service math and science teachers it is notenough to know what content to teach, but also how to teach it.Process‐Oriented Guided Inquiry Learning (POGIL) is a nontraditionalstudent‐centered active learning approach to educationthat places an emphasis on constructivism, where students areencouraged to work in Learning Teams to construct and selfdevelopmath and science concepts, and process skills, wherestudents collaborate, communicate, critically think and problemsolve. POGILs encourage student agency and participation in thelearning process. This session will explore a POGIL activity and itsalignment with the 3‐stage Learning Cycle, discuss the types ofquestions that are used, and the ways in which the activity issequenced.Session II: Thursday, May 24, 20123:00pm - 4:15pm2.1 This session includes two 30‐minute presentations.2.1A Implementing Noyce Program Training: Two NoyceGraduates Develop Innovative Strategies to FacilitateStudent Success in a Drop‐out Recovery Urban HighSchoolKimberly Bigioni, University of ToledoLisa Jones‐Gast, knitzche1@aol.com, University of ToledoTarget Audience: Undergraduate and/or Graduate NoyceScholars, Noyce Teaching Fellows, Noyce Master Teachers,Project PIs, Co‐PIs, Other Faculty/Staff, School and DistrictAdministrators, Higher Education Institution Administrators,Evaluators/Education ResearchersTopic: Innovative Noyce Program Practices and TeacherPreparation ModelsTeaching at‐risk students in a non‐traditional communityschool provides unique opportunities and challenges in curriculumand instruction. Two Noyce graduates reflect on theirNoyce program training and share their teaching experiencesat an on‐line, self‐paced credit recovery high school. Strategiesimplemented to promote student success include classroommanagement, engaging students in math and science throughsubject month activities, and preparing students for highstakes testing. Successes, challenges and future directions willalso be discussed.2.1B CSUTeach: Preparing a New Generation of NoyceScholarsLength of Session: 30 minutesJoanne Goodell, Cleveland State UniversityTarget Audience: Noyce Master Teachers, Project PIs, Co‐PIs,Other Faculty/Staff, School and District Administrators, HigherEducation Institution Administrators, Non‐Profit OrganizationPersonnelTopic: Innovative Noyce Program Practices and TeacherPreparation ModelsThe CSUTeach program has been successful in recruiting andretaining talented STEM students into teaching through acombination of innovative coursework and built in financialsupports in addition to the full Noyce scholarships. In this session,I will present an overview of the program, an analysis ofthe impact of receiving a Noyce scholarship on recipients’GPA, a summary of qualitative data collected from the currentrecipients about the impact of the scholarship, and details ofinternship opportunities that serve not only as recruitingmechanisms, but also as resume builders while providingmuch needed financial assistance in the early years of theprogram. Sustaining the internship and scholarship opportunitiesbeyond the life of the current funding sources will also beexplored.Length of Session: 30 minutes202012 NSF Robert Noyce Teacher Scholarship Program Conference


WORKSHOP ABSTRACTS2.2 This session includes two 30‐minute presentations.2.2A Noyce Scholars as Leaders: Innovative Practices atthe University of HoustonLength of Session: 30 minutesLaveria F. Hutchison, University of HoustonSusan E. Williams, sewilliams@uh.edu, University of HoustonRobert Houston, rhouston@uh.edu, University of HoustonTarget Audience: Project PIs, Co‐PIs, Other Faculty/Staff,School and District Administrators, Higher Education InstitutionAdministratorsTopic: Innovative Noyce Program Practices and TeacherPreparation ModelsThe project at the University of Houston has prepared fortyfiveNoyce scholars to become STEM teachers in high‐needschool settings. This session will highlight instructionalexperiences that are designed to assist program participants inacquiring innovative and effective practices that will contributeto closing the achievement gap in STEM subjects in highneedsecondary schools. We will focus on Noyce scholars’participation with the Bernard Harris Astronautics SummerScience STEM Camp for middle‐level students and high schoolstudents, on the scholars’ creative lesson designs for STEMclassroom instruction and on the scholars’ development andpresentation of professional development sessions that demonstratesuccessful strategies used to teach STEM concepts tostudents in school settings. In addition, practices used torecruit scholars, to retain scholars and to mentor scholarsduring their induction year of teaching will be highlighted. Amultimedia presentation will show video clips of scholars inauthentic high‐need classroom environments.2.2B Promoting Professionalism in Preservice TeachersSession Length: 30 minutesHope Marchionda, Western Kentucky University (WKU)Stephanie Burba, stephanie.burba747@topper.wku.edu,WKU, Noyce ScholarKathryn Crawford, kathryn.crawford292@topper.wku.edu,WKU, Noyce ScholarTyler Ghee, tyler.ghee760@topper.wku.edu, WKU, NoyceScholarShelby Overstreet, shelby.overstreet278@topper.wku.edu,WKU, Noyce ScholarTarget Audience: Project PIs, Co‐PIs, Other Faculty/Staff,School and District Administrators, Higher Education InstitutionAdministratorsTopic: Innovative Noyce Program Practices and TeacherPreparation ModelsTeaching is more than a job, it is a profession. Unfortunately,many teachers see teaching as an occupation rather than acareer. This type of attitude contributes to high attrition ratesas teachers become dissatisfied with their vocation. TheNoyce Program at Western Kentucky University (WKU) seeksto decrease attrition rates of teachers in high needs areas byintroducing preservice teachers to professionalism in teachingwith the hope of fostering networks and a professional identitythat will keep teachers in the field. In this session, we willdiscuss what professionalism means in the context of teachingand how the perceptions and expectations of students, teachers,administrators, and communities can affect teachers’ perceptionsof professionalism. How WKU’s Noyce Program seeksto promote professionalism in its Scholars as well as otherpreservice teachers who plan to teach in one of the STEMfields will be discussed. We will also share some of the successesand obstacles we have encountered during our effortsto promote professionalism with our first two cohorts ofNoyce Scholars. WKU Noyce Scholars will be on hand to sharetheir experiences from the past year and to share how theybelieve these experiences will impact their future careers inteaching. Participants will be invited to share how their Noyceprograms are promoting professionalism to prepare betterSTEM teachers.2.3 Why I Remain Committed to Teaching in a High NeedSchool: Perspectives of Three ScholarsSession Length: 60 minutesChristine D. Thomas, Georgia State UniversityMarcellin Mutuyimana, mmutuyimana@atlanta.k12.ga.us,Noyce Scholar and Teacher, Sutton Middle School, Atlanta PublicSchools, GARabia Shahbaz, rabia677@gmail.com, Noyce Scholar andTeacher, Meadow Creek High School, Gwinnet County, GAKaren Tatum, ktatum@atlanta.k12.ga.us, Noyce Scholar andTeacher, Douglas High School, Atlanta Public Schools, GATarget Audience: Undergraduate and/or Graduate Noyce Scholars,Noyce Teaching Fellows, Noyce Master Teachers, Project PIs,Co‐PIs, Other Faculty/Staff, School and District Administrators,Higher Education Institution AdministratorsTopic: Other: Teacher RetentionThe Robert Noyce Urban Mathematics Educator Program(UMEP) at Georgia State University is currently in a Phase II projectfor monitoring and evaluation of 33 UMEP Noyce Scholarswho are secondary mathematics teachers. The range in numberof years in teaching for UMEP Scholars is six to two. In this pres‐2012 NSF Robert Noyce Teacher Scholarship Program Conference21


WORKSHOP ABSTRACTSentation, three of the UMEP Scholars will share their trajectoriesacross: (a) classroom management, (b) delivery of a performance‐based mathematics curriculum, and (c) evolution as teacherleaders all within the context of working in urban high needschools.Over the duration of the project, the UMEP Scholars have remainedwithin a professional learning community that has supportedtheir growth as exemplars in the classroom. This growthhas been documented with respect to challenges they havefaced and approaches they have taken in working through challenges.The UMEP Scholars will share specific professional experienceswith respect to explicit connections to sustaining unwaveringcommitments to teaching in urban high need schools.2.4 Drawing to Learn: The Role that Visualization andDrawing Can Play in Teaching and LearningLength of Session: 75 minutesPaul D. Heideman, College of William and MaryTarget Audience: Undergraduate and/or Graduate Noyce Scholars,Noyce Teaching Fellows, Noyce Master Teachers, Project PIs,Co‐PIs, Other Faculty/StaffTopic: Innovative Noyce Program Practices and Teacher PreparationModelsVisualization and drawing of structures, events or concepts areuseful in (a) learning, (b) fast, efficient development of memory,and (c) problem‐solving in science and mathematics. In addition,simple sketches made by students can be a fast, effective way todiagnose individual student weaknesses and misunderstandings.Sketches can be especially helpful when students feel it isenough to memorize terms and definitions for a test, but theydo not internalize the concepts and cannot use their content tosolve new problems.This presentation of materials from a Noyce add‐on class (HowStudents Learn) includes a brief review of the literature on“Drawing to Learn” with examples of using simple studentsketches effectively. The materials will include exercises insketching, instructions for students, grading rubrics, and suggesteduses for teaching in STEM disciplines. Unhappily, thingscan go wrong. In 15 years of experience using student sketchesin teaching in most of his classes, the presenter has learnedmany ways to go wrong as well as ways to make sketching work.The presentation will include strategies to avoid or correct problemsand apply these methods effectively.2.5 The Math for America San Diego Noyce Program:Teaching the Mathematical Standards through HolisticProblemsLength of Session: 75 minutesJim Farrar, Math for America San DiegoStacy Coakley, Math for America San Diego, stacycoakley@vusd.k12.ca.us,Noyce Teaching FellowTarget Audience: Undergraduate and/or Graduate Noyce Scholars,Noyce Teaching Fellows, Noyce Master Teachers, Project PIs,Co‐PIs, Other Faculty/Staff, School and District AdministratorsTopic: Resources for TeachersThe eight mathematical practices of the Common Core StateStandards (CCSS) can be understood as an invitation to reorganizethe mathematics curriculum around “ways of thinking” ratherthan content topics. Two Math for America San Diego NoyceTeaching Fellows will share several holistic problems, defineholistic problems, and demonstrate how the CCSS mathematicalpractices can be taught through this kind of problem. In additionto solving several problems in the session, attendees will begiven a set of holistic problems with pedagogical commentary tohelp enrich their understanding of holistic problems. Jim Farrarand Stacy Coakley are third year participants in a comprehensiveprogram of professional support guided by the DNR theoreticalframework. According to this perspective, the mathematicalintegrity of the content and the intellectual need of the studentmust be at the center of the instructional and curricular effort.The conceptual framework distinguishes between subject matter(e.g., definitions and theorems) and ways of thinking. The claimis that instructional objectives must be formulated not only interms of subject matter, but also in terms of ways of thinking,which are similar to the mathematical practices in the CCSS.2.6 Preparing Students for STEM Careers through ResearchLength of Session: 60 minutesJohn Keller, California Polytechnic State UniversityTarget Audience: Undergraduate and/or Graduate Noyce Scholars,Noyce Teaching Fellows, Noyce Master Teachers, Project PIs,Co‐PIs, Other Faculty/Staff, School and District Administrators,Higher Education Institution Administrators, Non‐Profit OrganizationPersonnel, EvaluatorsTopic: Innovative Noyce Program Practices and Teacher PreparationModelsThough partnerships with the Department of Energy and NASA ,the STEM Teacher and Researcher (STAR) Program has provided222012 NSF Robert Noyce Teacher Scholarship Program Conference


WORKSHOP ABSTRACTS222 paid summer research experiences to 177 pre‐service scienceand math teachers, including 93 research opportunities for74 Noyce Scholars (www.STARteacherresearcher.org). In summer2012, the STAR Program will arrange an additional 75 researchplacements and expand to involve NOAA and the NationalOptical Astronomy Observatory. The premise behind STARis that pre‐service teachers immersed in the community of scienceresearch will develop classroom experiences that will bothmotivate and prepare their students to pursue STEM careers. Inthis interactive workshop, participants will learn more aboutresearch experiences for both pre‐service and in‐service teachers(www.retnetwork.org) and explore citizen science projectsand project‐based learning activities developed by STAR alumniand others that provide valuable opportunities for students toengage in authentic research. As an example, STAR Fellow ArielSimmons is currently developing an innovative smart phone appto use cell phones as a distributed cosmic ray detector, an innovativecitizen science project that was recently awarded an outreachgrant from the American Physical Society (http://www.aps.org/publications/apsnews/201203/upload/march2012.pdf).We will also describe a range of ways that STAR Fellows are currentlyintegrating their summer research experiences into classroomlessons, from modeling professional use of lab notebooksto continuing to partner with their summer research mentor toinvolve their students in ongoing research throughout the schoolyear.2.7 All Hands on Deck: Pre‐service STEM Teachers on aCo‐generative Voyage that Examines Issues SurroundingClimate ChangeLength of Session: 60 minutesSteven Fletcher, St. Edward's UniversityPaul Walter, paulw@stedwards.edu, SEUZach Carpenter, zcarpen@stedwards.edu, SEU, Noyce ScholarAngie Lux, alux@stedwards.edu, SEU, Noyce ScholarVeronica Lopez, vlopez2@stedwards.edu, SEU, Noyce ScholarMargo Sabin, msabin@stedwards.edu, SEU, Noyce ScholarTarget Audience: Undergraduate and/or Graduate Noyce Scholars,Project PIs, Co‐PIs, Other Faculty/StaffTopic: Innovative Noyce Program Practices and Teacher PreparationModelsThis presentation describes findings from a summer 2011 professionaldevelopment institute that centered on preservice secondaryscience and mathematics teacher training and issues relatedto climate change. The Science, Technology, Engineeringand Mathematics (STEM) Partnership Academy (SPA) camp hadtwo parts. First, the 15 participants traveled to coastal Texas andspent two days alongside 50 local high school science studentsand their teachers to learn how to teach in informal settings. Thetheoretical frame during this time was the co‐generative dialoguemodel. Co‐generative dialogues are opportunities forstakeholders from different perspectives to meet and solve commonproblems together in science. the 'Co' in Co‐generative ispurposeful. It refers to the understanding that each player,(from high school student to university professor), brings aunique and valid perspective to the problem being solved. In ourcase, we created small teams that worked together to answerquestions and examine issues related to environmental issues inthe area.The participants co‐taught ecology and marine science lessons tothe high school students, under the guidance of the mentorteaching staff, while at the same time grappled with new marinescience content themselves. Upon returning to Austin, theundergraduates spent the remaining four days in a content‐richenvironment that explored issues related to local climatechange. Participants went on field trips, completed inquirybasedscience labs, and worked together to create curriculumuseful for their own classrooms related to climate change.2.8 Using Technology to Enhance Student Interest and Understandingof STEM DisciplinesLength of Session: 60 minutesBruce Bukiet, NJITTarget Audience: Undergraduate and/or Graduate Noyce Scholars,Noyce Teaching FellowsTopic: Innovative Noyce Program Practices and Teacher PreparationModelsIn this workshop, presenters will provide an overview of severaltechnologies, both software and hardware, that are easy to learnand have been used successfully to increase student interest inlessons in STEM disciplines. After an overview of several of theserelatively inexpensive or even free resources, workshop participantscould work in groups with several set‐ups or computerstations provided and gain hands‐on experience in the presenceof “experts” who would be available to provide guidance andanswer questions. Resources could include: Vernier, Algodoo,Prezi, Pixton, Geogebra among others.2012 NSF Robert Noyce Teacher Scholarship Program Conference23


WORKSHOP ABSTRACTS2.9 Science NetLinks ‐ An Incredible Resource for Teachersand Students....and It's Free!2.11 An Inquiry‐Based Analysis of the Eno River BasinLength of Session: 60 minutesSarah Ingraffea, AAASKirstin Fearnley, AAASTarget Audience: Undergraduate and/or Graduate Noyce Scholars,Noyce Teaching Fellows, Noyce Master Teachers, School andDistrict AdministratorsTopic: Resources for TeachersDid you know that AAAS provides FREE resources for K‐12 educatorsand students? Did you know that you can go to one placeand find lesson plans, podcasts, interactives, blog posts, mobileapps, and current science news? Science NetLinks, produced byAAAS, is in its 15th year of developing science resources for usein the classroom. The award‐winning site was recently redesignedand provides an engaging, thoughtful, and dynamic websitethat will enhance instruction and provide support in all disciplinesof science. Come learn the basics of this incredible site,try out some of its resources, and let Science NetLinks supportyour teaching and student learning.2.10 A Classroom Experience Fostering ExplanationThrough ExplorationLength of Session: 75 minutesLisa S. Loop, Claremont Graduate UniversityChris Brownell, Claremont Graduate UniversityTarget Audience: Undergraduate and/or Graduate Noyce Scholars,Noyce Teaching Fellows, Noyce Master Teachers, Project PIs,Co‐PIs, Other Faculty/Staff, School and District AdministratorsTopic: Resources for TeachersWe will take participants on a journey through a familiar world,where they will see unfamiliar mathematical ideas. Seeking allthe while to encourage a spirit of inquiry into what we believewe know concretely, we will use abstraction to look at basics innew ways that can excite and refresh our vision of what it meansto teach mathematics.Length of Session: 60 minutesMika J. Hunter, Duke University, Durham Public SchoolsTarget Audience: Undergraduate and/or Graduate Noyce Scholars,Noyce Teaching Fellows, Noyce Master Teachers, School andDistrict AdministratorsTopic: Supporting New TeachersTwo Durham high schools with interdisciplinary classes at multiplesites investigated and analyzed water chemistry, biology andbasin geology from the headwaters to the mouth along the EnoRiver. The presentation will discuss how to plan and implementan interdisciplinary field trip using the above trip as a case study.2.12 This session includes two 30‐minute presentations.2.12A Fresno State Noyce Scholars Programs: Ten Years andStill GoingLength of Session: 30 minutesDavid M. Andrews, Fresno State UniversityJaime Arvizum, jaimea@csufresno.edu, Fresno State UniversityTarget Audience: Project PIs, Co‐PIs, Other Faculty/Staff,Higher Education Institution Administrators, Evaluators/Education ResearchersTopic: Research and EvaluationThe presentation will include a summary of practices, activitiesand outcomes of our 10 years of Noyce Scholar/Teacher/Fellow programs at Fresno State. We will share informationconcerning total numbers of Noyce I/II teachers and scholarsas well as numbers of Fellows. The presentation will also includedemographics including gender, ethnicity; disciplinemajor including second authorization/license area data; stipendvs scholarship support; years our Noyce Teachers havebeen in the classroom and how many years beyond the obligationperiod; leadership positions occupied by our Noyce Scholars/Teachers/Fellows;professional development includingparticipation in our Western Regional Noyce Conferences,summer research through PST, STAR, or SRI; special summerprograms, the impact of our Early Field Program; examples ofpresentations of Noyce Scholars and Teachers at professionalmeetings and other similar activities.242012 NSF Robert Noyce Teacher Scholarship Program Conference


WORKSHOP ABSTRACTSWe may also be able to share early results from our NoyceStudy whereby we are comparing Noyce vs non‐Noyce scienceand math teachers at two major campuses in the CSU system.2.13 The Nuts & Bolts of Implementing the MTSU MasterTeaching Fellows Project: Perspectives on What We HaveLearned in Three YearsLength of Session: 60 minutes2.12B Reflective Pathways: The Impacts of an Urban ScienceTeaching Field Experience on Undergraduates’Decisions to Teach Science in the New York City SchoolSystemLength of Session: 30 minutesPaul Bischoff, SUNY‐OneontaPaul French, SUNY‐OneontaJohn Schaumloffe, SUNY‐Oneonta and Co‐PI OneontaTarget Audience: Undergraduate and/or Graduate NoyceScholars, Noyce Teaching Fellows, Noyce Master Teachers,Project PIs, Co‐PIs, Other Faculty/Staff, School and DistrictAdministrators, Higher Education Institution AdministratorsTopic: Research and EvaluationSUNY College at Oneonta is an undergraduate institution locatedin rural upstate New York. All Noyce scholars in ScienceEducation at SUNY‐Oneonta (n = 24) come from either rural orsuburban areas in New York. None of our Noyce Scholarscome from urban areas, nor do they have any experience inurban schools. At the same time, the realities of current scienceteacher opportunities in New York State practically necessitatethat new teachers are prepared to accept teachingpositions in New York City (NYC).The purpose of this research was to identify the effects of aone‐week New York City teaching placement on Noyce Scholarsdispositions regarding the acceptability of a New York Cityteaching position. As such, the Noyce Scholars were requiredto respond to the following essay prompt before , immediatelyafter and one month after the NYC internship: “If yougraduated college today with a science teaching license,would you apply for and accept a position as a science teacherin a high needs NYC school?” Common themes emerged in theessay analysis, and we were able to identify each statement inthe essays as a positive (+) or negative (‐) perception aboutthat theme. Ultimately, we were able to use the essay analysisin distinguishing characteristics of the Noyce Scholars whobecame increasingly committed to NYC teaching, from thosewho became more reluctant to pursue a NYC teaching career.In this presentation we describe what was revealed in theessay analyses and implications this research has on identifyingNoyce Scholars who are likely to respond affirmatively toNew York City teaching opportunities.Kyle Butler, Middle Tennessee State UniversityMichaele Chappell, Middle Tennessee State University,Michaele.Chappell@mtsu.eduSamantha Stevens, Math Teacher (Master Teaching Fellow),Grundy County High School, Tennessee, sstevens@k12tn.netTarget Audience: Undergraduate and/or Graduate Noyce Scholars,Noyce Master Teachers, Project PIs, Co‐PIs, Other Faculty/Staff, School and District Administrators, Higher Education InstitutionAdministrators, Evaluators/Education ResearchersTopic: Teacher LeadershipThis presentation will highlight the successes and challenges ofimplementing one of the Master Teaching Fellows (MTF)projects funded in year 2009. The Middle Tennessee StateUniversity (MTSU) MTF project aims to transform STEM teachingand learning by redefining STEM education professional developmentand building the capacity to expand our mentorship modelthrough developing master teachers in the field; building theprofessionalism of classroom practice; encouraging teachers toconduct critical inquiry; and providing them with necessarytools, and experiences to determine best practices in each of thevarious classroom, school, and district contexts.The MTSU MTF project includes using a mentoring model withuniversity faculty guiding fourteen teachers to develop teacherenhancement plans focused on content knowledge, pedagogy,and leadership competencies. Each year, teacher professionaldevelopment has been supported through teacher‐directed actionresearch and a number of master teachers are extendingthemselves by leading, collaborating and mentoring other teachers/colleaguesin teacher‐directed action research.At this point, teacher‐directed research from this project hasbeen disseminated across local, regional, national and internationalconferences. Through consistent and regular participationof teachers, administrators, and university faculty, it is anticipatedthat, over the next two years, schools will institutionalizeteacher‐directed action research as a sustained element withintheir districts ‐‐ state mandated school improvement and professionaldevelopment programs. Finally, this presentation will alsohighlight reflections on learning experiences, successes, andpotential barriers to facilitating teacher professional developmentthrough classroom research.2012 NSF Robert Noyce Teacher Scholarship Program Conference25


WORKSHOP ABSTRACTS2.14 Understanding Teacher Research: Perspectives onStudent Learning and Adaption of Curricular MaterialsDuring a Middle School Unit on Climate ChangeLength of Session: 60 minutesMelissa George, National Science FoundationTarget Audience: Undergraduate and/or Graduate Noyce Scholars,Noyce Teaching Fellows, Noyce Master TeachersTopic: Resources for TeachersIn this workshop, participants will explore some of the “bestpractices” of STEM education teachers who strive to becomereflective practitioners in their classrooms. Participants will gainan understanding of how teachers achieve coherent learninggoals for their students by continually assessing what studentsknow about various climate change topics, adapting curriculumto build on this knowledge, and reflecting on the outcomes ofthese adaptations. The findings and the issues highlighted in thisworkshop are likely to foster discussion and encourage futureteachers to explore the complexity of tailoring teaching to meetstudent needs.or his own mentor teacher for a mixture of observing andteaching.For the additional SCE, however, each methods class as awhole links up with one local master teacher. The teachercandidates and professor together observe two lessons, andhave the opportunity to debrief with the teacher. Studentshave particularly expressed their appreciation of the opportunityto “get in the master teacher’s mind,” as one student putit. The students then collaborate to design and deliver a lessonin the same master teacher’s classroom. This lesson is alsodebriefed with the master teacher.In addition to their direct benefits, the SCE serve as a text thatinfluences later university classroom discourse. With traditionalindividual field experiences, students encounter differentschools, teachers, and curricula, and it can be difficult inthe university classroom to have productive, whole‐class conversationsregarding such idiosyncratic experiences. The SCEprovide a common set of experiences to which students andprofessors can refer when discussing course content. The SCEwere first piloted in the Methods of Teaching SecondaryMathematics in Fall 2010 and were expanded to three additionalmethods courses in 2011.Session III: Friday, May 25, 20129:10am - 10:25am3.1B Do Field Experiences Really Matter: Perspectives ofNoyce Scholars3.1 This session includes two 30‐minute presentations.3.1A Shared Classroom Experiences in Teacher PreparationLength of Session: 30 minutesJeffrey Carpenter, Elon UniversityTarget Audience: Project PIs, Co‐PIs, Other Faculty/Staff,School and District Administrators, Higher Education InstitutionAdministrators, Evaluators/Education ResearchersTopic: Innovative Noyce Program Practices and TeacherPreparation ModelsElon University's Secondary and K‐12 Teacher Education programshave recently added shared field experiences (SCE) toour teacher preparation. In the semester before full studentteaching, our fourth year students take a teaching methodscourse in their content areas (e.g., Methods of Teaching SecondaryMathematics). These courses include a traditional, 50‐hour field placement in which each student is placed with herLength of Session: 30 minutesAndre M. Green, University of South AlabamaKelly Byrd, kbyrd@usouthal.edu, University of South AlabamaTami May, Ashley Velazquez, Peter Kupfer, and L. MichaelVesoulis, Noyce ScholarsTarget Audience: Undergraduate and/or Graduate NoyceScholars, Noyce Teaching Fellows, Project PIs, Co‐PIs, OtherFaculty/Staff, School and District AdministratorsTopic: Innovative Noyce Program Practices and TeacherPreparation ModelsThe Noyce Pathway to Science and Mathematics programs atthe University of South Alabama requires all candidates interestedin becoming Noyce scholars to complete a ten‐week (2days per week) internship. The program pairs the interestedcandidates with a mentor teacher identified by the partnerschool district as being a great teacher in a high need school.Students are required to complete a set of activities designedby the mentor teachers during the internship experience. Atthe conclusion of the experience, candidates interview beforea selection committee of school principals, the science andmath supervisor of the district, and the principal investigators262012 NSF Robert Noyce Teacher Scholarship Program Conference


WORKSHOP ABSTRACTSof the grant. The selection committee then selects the Noycescholars. Once candidates are selected, they matriculatethrough the graduate program with at least three sets of fieldsexperiences at the high school and middle school levels. Theseexperiences will be discussed from the perspectives of theNoyce Scholars in this presentation.3.2 Speed Networking: Who is Here? What Do TheyKnow? Who Do They Know? Can We Work Together?Length of Session: 60 minutesRichard Weibl, AAASTarget Audience: Undergraduate and/or Graduate Noyce Scholars,Noyce Teaching Fellows, Noyce Master Teachers, Project PIs,Co‐PIs, Other Faculty/Staff, School and District Administrators,Higher Education Institution Administrators, Non‐Profit OrganizationPersonnel, Evaluators/Education ResearchersTopic: Resources for TeachesThe first few hours of any professional conference or meetingare filled with anxiety as we look for people we know and seekout affirmation we are in the right place for what we need tolearn and share. This highly interactive session will replicate the'Speed Dating' model wherein participants will have a few momentsto greet and meet one another, exchange essential information,and hopefully identify at least a couple of potential collaboratorsor like minded persons.3.3 This session includes two 30‐minute presentations.3.3A Stimulating STEM Teacher Growth throughaggieTEACH: A Model for the Recruitment and Retentionof Pre‐service Mathematics and Science TeachersLength of Session: 30 minutesTimothy P. Scott, Texas A&M UniversityTarget Audience: Project PIs, Co‐PIs, Other Faculty/Staff,School and District Administrators, Higher Education InstitutionAdministrators, Evaluators/Education ResearchersTopic: Innovative Noyce Program Practices and TeacherPreparation ModelsThe shortage of certified teachers in mathematics and sciencein Texas classrooms is a major concern and mirrors nationaltrends. The Business‐Higher Education Forum estimates anational shortage of 283,000 secondary math and scienceteachers by 2015 (BHEF 2006). Dramatic increases in shortagesof teachers have stimulated the design of new certificationprograms, including alternative certification and postbaccalaureateprograms that recruit and place teachers inclassrooms as quickly as possible (TCER, 1999). Texas A&MUniversity (TAMU) has learned that when it comes to teacherpreparation, one size does not fit all, so they currently havefour routes to STEM teacher certification. While all TAMUSTEM teacher preparation routes to certification will be discussedin this workshop, we will spend most of the time showcasingaggieTEACH, the highest producer of secondary mathematicsand science certified teachers at Texas A&M. aggieTEACHstreamlines the certification process, offers financialsupport, provides quality mentoring, and focuses on field experiences.The Robert Noyce Scholarships serve as the crownjewels of the aggieTEACH program and provide the most lucrativescholarships of any offered in the College of Science.TAMU has used the scholarship program to create a LearningCommunity for participants to provide opportunities to jointechnology academies, work with at‐risk students in localschools, as well as participate in professional development.Lessons learned are being applied to the teacher preparationprograms in general.3.3B Working with High School Students in an IntenseScience Research EnvironmentLength of Session: 30 minutesAlice Yang, NYUTarget Audience: Undergraduate and/or Graduate NoyceScholars, Project PIs, Co‐PIs, Other Faculty/StaffTopic: Resources for TeachersIn my first summer as a Noyce Fellow, I interned at BrookhavenNational Laboratory (BNL). I worked with two BNL Researchersand two high school students studying statisticalpattern recognition (SPR). In this presentation, I will discussthe science underlying the study and the research process andconclusions as well as my observations about working withhigh school students in an intense scientific endeavor. I willshare questionnaires completed by the high school studentsand generalize about how to engage students in science. Ourgoal was to apply SPR to scientific research at the NationalSynchrotron Light Source (NSLS) and A Toroidal Large HadronCollider Apparatus (ATLAS). We started with smile and frownfaces to understand how SPR based on the Kolmogorov‐Smirnov (KS) works. The KS test compares a parameter froman unknown sample to the same parameter from severalknown samples. We applied SPR to align an x‐ray beam at theNSLS and simulated particle showers. This program will helpresearchers at the NSLS adjust the beam to focus at the sample,saving time and increasing accuracy of x‐ray crystallography.Different types of particles create unique scattering pat‐2012 NSF Robert Noyce Teacher Scholarship Program Conference27


WORKSHOP ABSTRACTSThis session will report results from the pilot study (N = 58), includingconstruct validity and associations between various malleablefactors pertinent to teachers’ attitudes, beliefs, and behaviorsassociated with mathematics teaching. Preliminary findingsfrom this study support how research can be used in Noyceprojects in terms of providing both formative and summativeinformation, as well as expanding the knowledge base in mathematicseducation at large.This session will strongly encourage feedback and discussionfrom both first‐year and ongoing Noyce project leaders andevaluators. (Contributing authors: David Drew, Mark Ellis, RuthYopp‐Edwards, and Mike Matsuda.)3.13 Emerging National Science Teacher Leader: iGEMPathway to Cultivating Future STEM WorkforceInternationallyLength of Session: 60 minutesKim Nguyen, IUPUIRebecca Schini, rschini@gcsc.k12.in.us, Greenfield Central HighSchool, Science TeacherTarget Audience: Noyce Teaching Fellows, Project PIs, Co‐PIs,Other Faculty/Staff, School and District Administrators, HigherEducation Institution Administrators, Non‐Profit OrganizationPersonnelTopic: Teacher LeadershipBuilding on the belief that “Improving the leadership abilities ofteachers could lead to improving educational outcomes”(Rubenstein, H., Miles, F. M., & Bassi, L. J.: Leadership Developmentfor Educators, 2009) the Noyce project team at IUPUI wasapproved for spending the remaining funds fromDUE Award0531598 for Noyce Teacher Fellowships. We offered three twoyearsalary supplement awards ($13,000 annually each) to Noycein‐service teachers to help them complete their master’s degreeand to buy‐out their teaching load for the individuals’ leadershipdevelopment.Rebecca Schini, Noyce Scholar 2007, a science teacher atGreenfield‐Central High School received the fellowship award. Inthe last four years, Rebecca has been the leading force for theexpansion of the iGEM high school division. She organizes annualteam competitions in synthetic biology from local to nationaland international levels. She is also a Project Lead The Way(PLTW) ‐ Biomedical Innovation (BI) Master Teacher who conductsannual summer training program for new BI teachers.Rebecca will present the process of becoming a national leaderwhile she passionately promotes the participation of high schoolstudent teams worldwide. Her program has successfully deepenedstudent learning in synthetic biology and encouraged teaminnovations through biomedical engineering research.3.14 From Solar Cars to Artificial Reefs: A Look at Two CaseStudies that Highlight Unique Funding Opportunities forClassroom TeachersLength of Session: 60 minutesAllan Phipps, National Science Foundation, aphipps@nsf.govTarget Audience: Undergraduate and/or Graduate Noyce Scholars,Noyce Teaching Fellows,Noyce Master TeachersTopic: Resources for TeachersHear about two effective K‐12 STEM education programs atSouth Plantation High School's Everglades Restoration and EnvironmentalScience Magnet Program in Ft Lauderdale, FL. Learnsome tips on how to supplement funding for classroom activitiesthrough grants, awards and donations. Explore ways to formmeaningful partnerships with community organizations. Engagestudents through authentic learning experiences that reach beyondthe textbook and give real‐world meaning to lessonslearned in the classroom.Session IV: Friday, May 25, 201210:35am - 11:50am4.1 This session includes two 30‐minute presentations.4.1A A Practice‐Based Model for Preparing NoyceCandidates for Success in High‐Needs SchoolsLength of Session: 30 minutesKevin Carr, Pacific UniversityChris Pokorny, poko3889@pacificu.edu, Pacific University,Noyce ScholarTarget Audience: Project PIs, Co‐PIs, Other Faculty/Staff,School and District Administrators, Higher Education InstitutionAdministratorsTopic: Innovative Noyce Program Practices and TeacherPreparation ModelsWe share a practice‐based model for preparing post‐graduateSTEM teacher candidates in a multilingual, economically challengedschool district and community. Innovative features of2012 NSF Robert Noyce Teacher Scholarship Program Conference31


WORKSHOP ABSTRACTSour one‐year program include required mentor teacher professionaldevelopment, a targeted candidate screening process,and extensive practice‐based work in cultural proficiency,literacy, STEM project‐based learning, and pre‐service teacheraction research. By focusing on the shared goal of improvingstudent preparation for STEM careers, college, and citizenship,we are building an authentic community STEM partnership,providing a powerful pathway for Noyce scholars to becometransformative STEM teachers.4.1B Using a Practicum Experience for Selecting SMART(Science and Mathematics Achievement via Research andTeaching) Scholars at Georgia Southern UniversityLength of Session: 30 minutesMarlynn M. Griffin, Georgia Southern UniversityMichelle Cawthorn, mcawthor@georgiasouthern.edu, GeorgiaSouthern UniversityTarget Audience: Project PIs, Co‐PIs, Other Faculty/StaffTopic: Innovative Noyce Program Practices and TeacherPreparation ModelsAll pre‐education majors at Georgia Southern University completethe Pre‐Professional Block (PPB), a set of three coursesand a 51 hour school practicum in which entry level professionalismand written and oral communication are evaluated.A modified version of PPB is a prerequisite for admission toour program and professionalism and writing outcomes areused as screening tools for SMART Scholar selection. In itsmodified form, SMART Scholars take one PPB class and thepracticum. Not only do these students have an opportunity toexperience a school setting from “the teacher’s side,” but theyalso get to interact with middle and high school students on aregular basis.In addition, SMART Scholars have an opportunity to criticallyevaluate teaching, the school setting, and their own desireand motivation to become teachers. To date, 46 studentshave enrolled in the modified PPB course as potential NoyceScholars. Fourteen have applied for and been accepted to theNoyce Scholarship Program. Among those who did not applyfor the scholarship, three of the potential scholars notified usthat they would not apply to Noyce because of their practicumexperience, two of whom stopped attending their practicummid‐semester because they were confident that teaching wasnot the field for them. Of the remaining 32 students, 18 werenot finished with the PPB requirement as of the last Noyceapplication date while the other 14 did not notify the committeeof their application intentions.4.2 This session includes two 30‐minute presentations.4.2A Physics and Chemistry Offerings in New York State:Enrollment, Policy and NeedsLength of Session: 30 minutesKeith Sheppard, Stony Brook UniversityAngela Kelly, angela.kelly@stonybrook.edu, Stony Brook UniversityTarget Audience: Undergraduate and/or Graduate NoyceScholars, Noyce Teaching Fellows, Noyce Master Teachers,Project PIs, Co‐PIs, Other Faculty/Staff, School and DistrictAdministrators, Higher Education Institution Administrators,Non‐Profit Organization Personnel, EvaluatorsTopic: Research and EvaluationThis presentation details the enrollment and achievementpatterns in physics and chemistry in the academic year 2010‐2011 for secondary schools across the State of New York. Thefocus will be on the distributions of these subjects in rural,urban and suburban districts and high‐needs, average‐needsand low‐needs school districts. Additionally, patterns of thevarious levels that the subjects are offered (e.g. AdvancedPlacement, Regents and Conceptual) will be outlined. Thepresentation will also include data about the distribution ofphysics and chemistry teachers across the state and will makesome recommendations about potential policy changes toenhance the teaching of the physical sciences in New York.4.2B Evaluating Teacher Candidates’ Readiness forToday’s Diverse Classrooms Using the TeacherPerformance Assessment (TPA)Length of Session: 30 minutesTyra Lopes‐Mendes, University of Massachusetts, DartmouthTarget Audience: Undergraduate and/or Graduate NoyceScholars, Noyce Teaching Fellows, Noyce Master Teachers,Project PIs, Co‐PIs, Other Faculty/Staff, School and DistrictAdministrators, Higher Education Institution Administrators,Evaluators/Education ResearchersTopic: Research and EvaluationThis session will present information about how last year’sNoyce Scholars used, and this year’s Noyce Teaching Fellowswill be using, the Teacher Performance Assessment (TPA) toolduring their practicum semester at University of MassachusettsDartmouth. Designed by the TPA Consortium (TPAC ‐made up of Stanford University, the American Association of322012 NSF Robert Noyce Teacher Scholarship Program Conference


WORKSHOP ABSTRACTSColleges for Teacher Education [AACTE] and PearsonEducation), the TPA is a subject area‐specific, performancebasedassessment for pre‐service teacher candidates, centeredon student learning. The TPA Consortium hopes to demonstrate,via research data presently being collected in a three‐year nation‐wide pilot and field test of the tool, that the developmentof a nationally accessible teaching performanceassessment will allow states, school districts and teacherpreparation programs (such as UMass Dartmouth) to share acommon framework for defining and measuring a set of coreteaching skills that form a valid and robust vision of teachercompetence.4.3 Science and Math Career Switchers Tell Their Stories:What Motivated the Decision to Switch Careers, and WhatType of Support was Needed During the Transition?Length of Session: 60 minutesMichael E. Beeth, University of Wisconsin OshkoshTammy Ladwig, tammy.ladwig@uwc.edu, University of WisconsinFox ValleyBrandon Nelsen, bjn723@gmail.com, Alternative Careers inTeaching Program (act!), Noyce ScholarPamela Josifek, eplvt@yahoo.com, Alternative Careers in TeachingProgram (act!), Noyce ScholarTarget Audience: Undergraduate and/or Graduate Noyce Scholars,Project PIs, Co‐PIs, Other Faculty/Staff, School and DistrictAdministrators, Higher Education Institution AdministratorsTopic: Recruitment and Marketing StrategiesThis session highlights the personal stories, motivations, andsupport systems for career switchers who have been admittedto the Alternative Careers in Teaching program (act!), for thosewho are considering entering the program, and for those whodecided not to enroll in the act! program. Act! is an alternativelicensure program for individuals who must have at least 5 yearsof work experience as a scientist or mathematician to enter theprogram. They can receive credit for some prior learning if it isrelated to teaching and learning. More than 450 individualswishing to switch careers have inquired about act! since 2006,and 120 individuals have enrolled in this licensure only program.Participants will hear from two current Noyce Scholars aboutwhy they chose to leave their careers as scientists and mathematiciansto become professional educators, and from other act!students who have completed the program.Additional Noyce Scholars will participate in this session viaInternet conferencing or through written testimonials abouttheir decisions to enter teaching. The range of personal, academicand financial supports needed to make this career changepossible for act! students will be highlighted. A conceptualmodel will be presented for what non‐traditional students needin order to obtain their goals of becoming licensed teachers. Theact! program offers a flexible path for practicing scientists ormathematicians to become licensed secondary (grades 6‐12)teachers in Wisconsin.4.4 Master Teaching Fellows as Agents of Change: Reportingfrom the TrenchesLength of Session: 75 minutesSuzie Fore, Math for America San DiegoTrang Vu, Math for America San Diego, tvu@sandi.net, MasterTeaching FellowTarget Audience: Noyce Teaching Fellows, Noyce Master Teachers,Project PIs, Co‐PIs, Other Faculty/Staff, School and DistrictAdministrators, Evaluators/Education ResearchersTopic: Teacher LeadershipWhat does it mean to be an agent of change? What are thechallenges and the joys of being part of the transformation ofmathematics teaching and learning? In this session, two Mathfor America San Diego Noyce Master Teaching Fellows (MTFs)will report on their early experiences attempting to implementthe values of the program’s professional development in theirinstruction and their efforts to become agents of change in theirdepartments, school districts, and beyond. MTFs Suzie Fore andTrang Vu are participating in a professional development programguided by the DNR theoretical perspective, a researchbasedconceptual framework. According to this perspective, themathematical integrity of the content and the intellectual needof the student must be at the center of the instructional andcurricular effort. Suzie and Trang will address the specific influencestheir participation in the professional development hashad on their views of mathematics and instruction, their owninstruction, and the response of their students. They will alsodiscuss how they intend to use their next four years in this leadershipdevelopment program as they grow into their role aschange agents.4.5 Culture of Care for Noyce ScholarsLength of Session: 60 minutesTom Siller, Colorado State UniversityRachelle Gard, Colorado State University,rmgard@rams.colostate.edu, Noyce ScholarTarget Audience: Project PIs, Co‐PIs, Other Faculty/StaffTopic: Innovative Noyce Program Practices and Teacher PreparationModelsThis session will present an innovative project aimed at enhanc‐2012 NSF Robert Noyce Teacher Scholarship Program Conference33


WORKSHOP ABSTRACTSassessment strategies that will help students develop conceptualand procedural knowledge. This knowledge will prepare themfor the 21st century workplace and help them develop criticalthinking skills that allow them to make informed decisions aboutissues confronting them outside of school in everyday life. Assessmenttools, such as concept maps, facilitate studentachievement. Research shows the maps help students organizeand structure concepts for eventual storage in long‐term memory(Novak & Canas, 2008). Their use as formative assessmenttools demonstrate large effect sizes between .4 and .7 with regardto student learning (Wiliam, 2010). Concept maps can beused to assess cognitive growth, diagnose student misconceptions,and ultimately provide an acceptable pathway of conceptconnections. This session will introduce the use of concept mapsas an assessment tool and the different types of maps, describedin the research literature. Reliability and validity of differenttypes of concept maps will be discussed. Participants will havean opportunity to collaboratively construct either a mathematicsor science concept map.4.8 Teacher Development Cycle: A Cycle of Inquiry forTraining Future Teachers to Collect, Manage, and AnalyzeData for the Purposes of Improving Teaching, Learning, andStudent Academic AchievementLength of Session: 60 minutesLisa M. Gonsalves, University of Massachusetts, BostonLaura Vanderberg, laura.vanderberg@umb.edu, University ofMassachusetts at BostonTarget Audience: Undergraduate and/or Graduate NoyceScholars, Noyce Teaching Fellows, Noyce Master Teachers, ProjectPIs, Co‐PIs, Other Faculty/Staff, School and District Administrators,Evaluators/Education ResearchersTopic: Innovative Noyce Program Practices and Teacher PreparationModelsIn today’s educational climate, teachers must demonstrate thecapacity to use formative and summative assessments to improveteaching and learning. Teacher preparation programs, inreturn, must familiarize future teachers with these expectationsand provide comprehensive training and experiences for theseteachers to work with student data to inform instruction. Thisinteractive presentation describes the Teacher DevelopmentCycle, a cycle of inquiry model for training resident teachers inthe use of assessments and data in the classroom while alsotaking into account their growth as new teachers. Existing cyclesof inquiry lack the consideration of new teacher beliefs and perceptionsand assume that new teachers already know how toteach. The cycle of inquiry described here accounts for the developmentaltrajectory of new teachers, and the beliefs, perceptionsand experiences that influence their teaching behaviors.Field and Hoffman’s model of self‐determination was used tounderstand the critical role of knowing and valuing oneself andothers. While Field and Hoffman include self‐awareness as a stepin their cycle, the researchers chose to embed it throughout thecycle of actions and behaviors. The researchers also embeddedthe cycle of teaching actions in knowledge and have capturedthe movement of knowledge from external to internal sources.This interactive presentation analyzes how new teachers movethrough this enhanced cycle of inquiry and demonstrates howthe decisions they make while teaching are impacted by theirperceptions and experience of various aspects of teaching, i.e.the classroom, the students, the course work and the relationshipsthey develop with their teaching colleagues.4.9 Using the 5E Lesson Model to Promote Mathematicaland Scientific ThoughtLength of Session: 60 minutesStephanie Burba, Western Kentucky UniversityHope Marchionda, hope.marchionda@wku.edu, WKUKathryn Crawford, kathryn.crawford292@topper.wku.edu, WKU,Noyce ScholarTyler Ghee, tyler.ghee760@topper.wku.edu, WKU, NoyceScholarShelby Overstreet, shelby.overstreet278@topper.wku.edu,WKU, Noyce ScholarTarget Audience: Undergraduate and/or Graduate NoyceScholars, Noyce Teaching Fellows, Noyce Master TeachersTopic: Resources for TeachersWith the new Common Core Math Standards and evolving Sciencestandards, teachers are expected to create lessons thatengage their students in the process of being a scientist ormathematician while they learn the respective content. If allmathematics teachers work to implement one or more of theStandards for Mathematical Practice throughout their lessons,students can grow to become great mathematical problemsolvers. Similarly, if all science teachers work to implement inquiry‐basedlessons, then more students can learn to becomebetter problem solvers. This has far‐reaching consequences inthat these same students can apply these skills to the worldaround them. During this presentation, we will show the use ofthe 5E Model (Engage, Explore, Explain, Elaborate and Evaluate)to develop student‐centered lessons that require students toimplement the Standards for Mathematical Practice and inquirybasedscience.Participants will be actively engaged in learning what the 5EModel is and how to implement these lessons in secondarymathematics and science classes. This session will allow educatorsto leave with a deeper understanding of how to create a 5E2012 NSF Robert Noyce Teacher Scholarship Program Conference35


WORKSHOP ABSTRACTSlesson and will provide them with different ideas for incorporatingscience or mathematics content into 5E lessons to promotea student‐centered classroom, where students will developdeeper thinking and problem‐solving skills.4.10 When Can You Use the 2012 Calendar Again?Length of Session: 75 minutesViji K. Sundar, California State University StanislausTarget Audience: Undergraduate and/or Graduate Noyce Scholars,Noyce Teaching Fellows, Noyce Master Teachers, Project PIs,Co‐PIs, Other Faculty/Staff, School and District AdministratorsSession Length: 75 minutesTopic: Resources for TeachersThe presentation will enlighten the audience about the evolutionof the calendar and explore strategies to use calendars to teachnumber sense and algebra. The presenter will discuss the Mayanand Gregorian Calendars. The Mayan Calendar will bring out therichness of the positional number system. The Gregorian Calendarwill be used to discover patterns, functions, and to study theperiodicity and cyclic nature of the calendars. Activities will includecomputing the day of the week of any birthday or historicalevent with a simple calculation and the creation of the perpetualcalendar.4.11 This session includes two 30‐minute presentations.4.11A Providing Support for First Year Noyce TeachersLength of Session: 30 minutesJacqueline T. McDonnough, Virginia Commonwealth UniversityS. Joy Casad, casadsj@mymail.vcu.edu, Virginia CommonwealthUniversityTarget Audience: Project PIs, Co‐PIs, Other Faculty/Staff,School and District AdministratorsTopic: Supporting New TeachersA teacher’s first year typically results in lowered selfconfidenceas the teacher begins to realize personal weaknesses.Teachers who report robust support systems in theform of mentoring, however, show lower levels of workplacestress (Tynjl, 2011). In our model, first year teachers are assumedto share the same core beliefs about students, such asthe desire to bridge subject and student knowledge, and studentsplaying an active role in content learning (McLaughlinand Talbert, 2006, p.19). Protocols, such as the tuning protocoland the problem solving protocol were established to fosterprogression from novice to intermediate and advancedstages of evidenced based reform (McDonald, et. al, 2007;McLaughlin & Talbe.) The induction support program (PTLC)solves problems specific to the teachers which the learningcommunity is serving. Success of the program will be determinedby the quality of the interactions during the meetingand the translation of individual solutions formed within thelearning community back to the home school of the teachers.Because of this, feedback and novice teacher participation arethe critical elements of programmatic strength. The PTLC assistsnew teachers in integrating effective pedagogical methodswith excellence in science content teaching. An aspectwhich may need to be explicitly part of the induction programis an exploration of the general and science specific issuespertaining to teaching in high needs schools. This workshopwill introduce participants to our induction program, walkparticipants through examples of our protocols and share dataof success and challenges experienced by our novice teachers.4.11B Providing Opportunities and Support for BeginningTeachers Through a University Supported CommunityLength of Session: 30 minutesEmily Thrasher, North Carolina State UniversityMorgan Early, Morgan_early@yahoo.com, Millbrook HighSchool, Raleigh, NC, Noyce ScholarTarget Audience: Project PIs, Co‐PIs, Other Faculty/Staff,Higher Education Institution AdministratorsTopic: Supporting New TeachersThe Noyce Mathematics Education Teaching Scholars programat NC State University aims to develop highly qualifiedteachers that are supported by a community of scholars comprisedof university faculty and staff, pre‐service Noyce scholars,and in‐service Noyce scholars. We will discuss how tocontinue to engage in‐service scholars in professional developmentopportunities and research‐based practices in aneffort to retain highly qualified teachers. Presenters will includerepresentation from the Noyce program staff and abeginning teacher to provide a complete picture of the opportunitiesand support systems that have been put in placeand the effects of these opportunities. Finally, participantswill generate ways to adopt or adapt this technique in theirown institutions.362012 NSF Robert Noyce Teacher Scholarship Program Conference


WORKSHOP ABSTRACTS4.12 UTeach Observation Protocol and Measures ofEffective TeachingLength of Session: 60 minutesMichael Marder, The University of Texas at AustinTarget Audience: Project PIs, Co‐PIs, Other Faculty/Staff, Schooland District Administrators, Evaluators/Education ResearchersTopic: Research and EvaluationThe UTeach Observation Protocol was developed as part of aPhase II Noyce project, and responded to the need to evaluatethe performance of our graduates. Over the past two years wehave had the chance to apply this observational instrument aspart of the Gates‐funded Measures of Effective Teaching project.This workshop will provide an introduction to the UTeach ObservationProtocol, present some of the findings from Measures ofEffective Teaching that support its use, and explore a vision ofprofessional development and evaluation in which trained observersplay a key role.4.14 The 4 C’s of Highly Engaged StudentsLength of Session: 60 minutesRhonda Brown, National Science FoundationTarget Audience: Undergraduate and/or Graduate Noyce Scholars,Noyce Teaching Fellows, Noyce Master TeachersTopic: Resources for TeachersIn this workshop, learn how to engage your students by incorporatingthe 4 C’s in your lessons. With your Curriculum drivingyour instruction, make concepts more meaningful to students bymaking real world Connections. Involve fellow teachers in Collaborationby designing cross‐curricular units that reinforce theconcepts being taught. Round out the unit by adding a Communitypiece – community service, public awareness campaign, etc.Leave armed with ideas for converting any lesson into a 4 C’sunit and a planning guide for future lessons.4.13 Impacting the Learning and Motivation of Students ofVarious Ability Levels with Graphing TechnologyLength of Session: 60 minutesSamantha Stevens, Middle Tennessee State UniversityTarget Audience: Undergraduate and/or Graduate Noyce Scholars,Noyce Teaching Fellows, Noyce Master Teachers, School andDistrict Administrators, Evaluators/Education ResearchersTopic: Teacher LeadershipParticipants will learn how a teacher‐directed action researchproject enriched and enhanced the instruction in an Algebra IIcurriculum while promoting student engagement and motivationthrough the use of graphing technology. In addition, this presentationwill provide insight into how the TI‐Nspire and the NavigatorSystem encouraged student participation and increased academicachievement of a special education student taking a regulareducation mathematics course for the first time.This presentation will:1. Discuss how to incorporate technology into daily lessons;2. Provide insight on learning strategies that engage studentswho are shy, unmotivated, and who struggle in the study ofmathematics; and3. Demonstrate the use of various instructional methodologiesused to teach the Algebra II curriculum.2012 NSF Robert Noyce Teacher Scholarship Program Conference37


PI POSTER ABSTRACTS1Title: Teachers of Mathematics Scholars: 1st Graduating Cohortand their Teaching and Learning ExperiencesNSF Noyce Award Number: 0934756Principal Investigator: Robert BradleyEmail: tawfeeq@adelphi.eduInstitution: Adelphi UniversityCo‐PI(s): Dante A. Tawfeeq and Salvatore PetrilliPresenter(s): Dante A. TawfeeqThis 1st cohort of Teachers of Mathematics Scholarship (TOMS)scholars will graduate from Adelphi University during this springof 2012. During the student teaching of this graduating cohort,the TOMS scholars used pedagogies that promoted the developmentof mathematical learning among Black and Latino/a students.The emphasis placed on pedagogies that promoted thelearning of mathematics was motivated by concepts investigatedin 4 courses that were designed specifically for the TOMS program:(1) Methods of Teaching College Placement Calculus; (2)Methods of Teaching Geometry; (3) Issues of Learning Mathematicsin High‐Needs Schools: Race, Gender, Equity, and SocialJustice; and (4) Measurement and Evaluation of School‐basedMathematics Learning Programs and Testing. Issues related toBlack and Latino/a students’ performance on the AP Calculusexam, the SAT, as well as other mathematics based assessmentspropelled many of the discussions that occurred in the courseslisted above. The TOMS scholars, as student teachers, confrontedmany of the issues that were discussed in the courseslisted above.This presentation will provide a snapshot of the teaching andlearning experiences of this graduating cohort of TOMS scholarsas well as descriptive information about the performances ofBlack and Latino/a students on the AP Calculus exam and howthis cohort of TOMS scholars interpreted this information. Theperformance of Black and Latino/a students on the AP Calculusexam become an important point of discussion as it stimulatedthe interest of the TOMS scholars, relative to equity and culturalresponsive pedagogies.2Title: Adelphi University Science Education Advancement (SEA)Program/NSF Robert Noyce Teacher Scholarship ProgramNSF Noyce Award Number: 1136380Principal Investigator: Tracy HoganEmail: hogan@adelphi.eduInstitution: Adelphi UniversityCo‐PI(s): Beth ChristensenPresenter(s): Tracy Hogan, Adelphi University, hogan@adelphi.eduThe Adelphi University Science Education Advancement (SEA)Programis designed to encourage through scholarship support26 individuals majoring in the sciences and those trained inSTEM fields to consider a teaching career in science educationand commit to teaching in a high needs public school to provideeffective and engaging science instruction. It has the followinggoals: 1) enhancing and broadening strong partnerships betweenLong Island high needs school sites, University faculty andadministration, and regional informal learning environments; 2)responding to the critical need for secondary science teachers byincentivizing, through scholarship support, the completion of arigorous teaching credentialing program by Scholars; 3) mentoringsupport for the Scholars throughout the program and duringtheir first three years of teaching; 4) candidate development ofeffective teaching practices and behaviors through participationof the National Board for Professional Teaching Standards(NBPTS) Take One! Program; 5) Scholar engagement in twounique field‐based marine science courses exploring both themarine environments of Long Island through shipboard experienceswith a professional marine educator and a travel abroadprogram led by Adelphi University scientists; and 6) serve as anintern with Nassau Board Of Cooperative Education Services(BOCES) Summer Marine Biology Program working closely withnaturalists in preparing and implementing science field experiencesfor students in grades 8‐12.It is a shared vision among the project stakeholders (includingexperts in school administration, science pedagogy, science content,and testing/measurement), that the 1) focus on marinesciences as a vehicle for the teaching and learning of all sciencedisciplines and 2) preparing teachers to use marine environmentsin their own curriculum holds great promise for the improvementof science education in a region spanning from NewYork City to the far reaches of Long Island and potentially impactingthe science learning experience of thousands of students;a region comprised of a mosaic of over 130 school districtson the edge of some of the most important yet over‐usedcoastal environments found along the Atlantic seaboard.3Title: Masters Residency Program at the American Museum ofNatural HistoryNSF Noyce Award Number: 1136306Principal Investigator: Maritza MacdonaldEmail: mmacdonald@amnh.orgInstitution: American Museum of Natural HistoryCo‐PI(s): Ro KinzlerPresenter(s): Maritza Macdonald, American Museum of NaturalHistory, Department of Education, mmacdonald@amnh.orgThe poster explores the new Master of Arts in Teaching Programin Earth Science at the museum. The poster addresses topics ofresidency design, mentoring, program‐wide TESOL capacitybuilding, and required common and pedagogy knowledge. TheMAT program employs extensive mentoring and extensive use oftechnology to provide candidates with a deep understanding ofscientific content and of the importance of an inquiry‐basedapproach to learning that demonstrates the relevance of scienceA12012 NSF Robert Noyce Teacher Scholarship Program Conference


PI POSTER ABSTRACTSto students' lives. In a section on TESOL capacity building, theposter will display the purpose of linguistic profiles at partnerschools, cross‐case analysis of commonalities of profiles, and across‐case analysis of professional development needs.4Title: PhysTEC Noyce ProgramNSF Noyce Award Number: 0833210Principal Investigator: Monica PlischEmail: blickenstaff@aps.orgInstitution: American Physical SocietyCo‐PI(s): Beth Cunningham, Jacob Clark Blickenstaff, LaurieMcNeil, and Robert ThornePresenter(s): Jacob Clark Blickenstaff, APS , Blickenstaff@aps.organd Monica Plisch, APS, Plisch@aps.orgThe mission of Physics Teacher Education Coalition (PhysTEC,www.phystec.org) is to improve and promote the education offuture physics and physical science teachers. Specifically, theproject aims to: (1) Demonstrate successful models for increasingthe number of highly qualified high school physics teachersand for improving the quality of K‐8 physical science teachereducation; (2) Spread best‐practice ideas throughout the physicsteacher preparation community; and (3) Transform physics departmentsto engage in preparing physics teachers.PhysTEC is a partnership between the American Physical Society(APS) and the American Association of Physics Teachers (AAPT).Funded primarily by the National Science Foundation, ithas alsoreceived significant funds from the APS 21st Century Campaign,as well as direct and in‐kind support from each of its partnerinstitutions.PhysTEC Supported Sites are selected colleges and universitiesthat are developing their physics teacher preparation programsinto national models with substantial project support. Fundedinstitutions have achieved a number of significant successes,including: (1) Increasing the number of physics and physicalscience teachers graduating from their programs; (2) Providingprospective teachers with early teaching experiences; (3) Disseminatingresults through publications and presentations atconferences and workshops; (4) Raising the profile of teacherpreparation efforts in the physics community.The project includes over 250 PhysTEC Member Institutionsandorganizes an annual national conference andsmaller regionaland topical workshops. In addition, the project has teamed upwith ComPADRE, the NSF‐funded digital library, to produce awebsite (www.ptec.org) that houses a collection of electronicresources for teacher preparation. The goal of PhysTEC Noyce isto recruit more students into physics teacher education programsestablished by the PhysTEC project.Six PhysTEC SupportedSites are participating in the PhysTEC Noyce. Theyinclude BallState University, Cornell University, Seattle Pacific University,University of Arkansas, University of North Carolina at ChapelHill, and Western Michigan University. More information on thePhysTEC programs at each of these sites can be found atwww.phystec.org.5Title: Math for America ‐ DC: Fellows Become TeachersNSF Noyce Award Number: 0934758Principal Investigator: Sarah Irvine BelsonEmail: sarah@american.eduInstitution: American UniversityCo‐PI(s): John Nolan, Maxine SingerPresenter(s): Sarah Irvine Belson, American University,sarah@american.eduMath for America DC (MfA DC) is a collaborative project betweenAmerican University’s School of Education, Teaching, andHealth and Department of Mathematics and Statistics, the Districtof Columbia Public Schools , a group of DC Public CharterSchools and the Carnegie Institution of Washington’s CarnegieAcademy for Science Education . The MfA DC project seeks toimprove the teaching of mathematics in Washington, DC secondarypublic schools by developing new teachers with strongbackgrounds in both mathematics and mathematics pedagogy.In our model, these teachers are committed teach in the DCschools for at least four years after completing a one‐year intensiveMasters Teaching Program. The project, in its second yearof implementation, is designed to build the pipeline of qualifiedmathematics teachers by recruiting highly qualified STEM professionalsinto teaching, providing a master’s program that integratesmathematics content with sound pedagogy, and providingsustained support for these teachers. The overarching projectgoals are to increase the number of highly qualified mathematicsteachers in high‐needs schools in Washington, DC, through effectiverecruitment, a high‐quality, intensive graduate programto prepare fellows for licensure, and retention through professionaldevelopment and mentoring support, all of which is designedto increase the quality of instruction and student achievementin mathematics.6Title: Science Teachers for AZ ‐ Recruitment and Retention(STARR)NSF Noyce Award Number: 0833311Principal Investigator: Julie A. Luft, Professor, School of Life SciencesEmail: suzanne.cassano@asu.eduInstitution: Arizona State UniversityCo‐PI(s): Steven Semken, Professor, School of Earth and SpaceExploration; Mari Koerner, Dean, Teachers College; Miles Orchinik,Associate Professor, School of Life SciencesPresenter(s): Suzanne Cassano, Arizona State University, suzanne.cassano@asu.edu2012 NSF Robert Noyce Teacher Scholarship Program ConferenceA2


PI POSTER ABSTRACTSJulie A. Luft, Arizona State University, julie.luft@asu.eduIn the Phoenix metropolitan area, the shortage of secondaryscience teachers is experienced by all districts. In high‐need districtsthis shortage is compounded by an on‐going migration ofteachers in these schools to schools that are perceived to be lesschallenging. As a result, high‐need schools often experience ongoingvacancies in the teaching staff and a high turnover rate ofqualified teachers. Science Teachers for Arizona ‐ Recruitmentand Retention (STARR) attempts to identify and support up to 60qualified science teachers who will persist in high‐need environments.Using passive and active forms of recruitment, in conjunctionwith a marketing plan, science students are identified and recruitedto participate in undergraduate or post‐baccalaureateprograms that have extensive field experiences with diversestudents, strong content knowledge requirements, and on‐goingopportunities to develop their science as inquiry instruction.While students are completing their initial certification coursework, field placements will be arranged in high‐need settingswith Native American, Latina/o, or African American students.Upon graduation, STARR Noyce teachers participate in sciencefocusedinduction programs, which specifically support their useof science as inquiry in diverse classrooms, their development asscience teachers, and their socialization into the school community.The intellectual merit of STARR Noyce project resides in its theoreticalgrounding, the attention to the continuum of developmentof a teacher, and the potential for the dissemination ofknowledge pertaining to science teacher learning. The PI and co‐PIs are well‐grounded in the research in science and scienceteacher education, as well as prominent contributors to thisdomain. The dissemination of these findings will ultimately directfuture recruitment endeavors in this area.To date, 29 undergraduate and graduate STARR Noyce Scholarshave been supported. There are 16 currently teaching in highneedschool districts, and 11 are scheduled to graduate in 2012or 2013. 13 STARR Noyce Paid Interns (at Arizona Science Center)have been supported.7Title: ASU Noyce Math Teacher Scholarship ProgramNSF Noyce Award Number: 0630458Principal Investigator: Patrick ThompsonEmail: Linda.Knop@asu.eduInstitution: Arizona State UniversityPresenter(s): Linda Knop, Arizona State University,Linda.Knop@asu.eduThis poster will describe the following aspects of our Noyce project:(1) benefits to preservice teachers: mentored teacher training(College Algebra Reform: summer institute and shadowing, 1semester) and teaching of College Algebra (1 semester), weeklyteaching debriefs, tutoring; (2) benefits to the institution: Creationof two new mathematics courses, approved by the provostand due to be implemented Fall, 2012; and improvement to theprogram: Example of fill‐able form scholar data tracking sheet.8Title: Investigating Sunscreen and It's Ability to Block UVA andUVANSF Noyce Award Number: 0934904Principal Investigator: Anne GrippoEmail: mhall@astate.eduInstitution: Arkansas State UniversityCo‐PI(s): Mike Hall and Tillman KennonPresenter(s): Mike Hall, Arkansas State University,mhall@astate.eduTillman Kennon‐Arkansas State University, jkennon@astate.eduAs part of the ASU/NSF Noyce Scholarship program, our Try Outthe Classroom (TOTC) workshop participants designed a classroomproject that tested the effectiveness of sunscreen througha hands‐on experiment testing the amount of UVA and UVB raysthat was blocked by each level of sunscreen. After completingthe design, participants in the TOTC workshop conducted trialsof the experiment with high school students who were attendinga math and science camp on the Arkansas State University campus.The seven Noyce TOTC participants, who registered for theworkshop in order to decide whether they would like to becometeachers in a STEM field, included undergraduates majoring inbiology, and chemistry. Workshop participants researched sunscreensand, after reviewing Arkansas mid‐level science andmathematics frameworks, wrote a 6E lesson plan for their activitybased on SPF values and cost of sunscreens. The participantsconstructed a testing apparatus consisting of a cardboard boxwith six holes perforated along one side. The box was coveredtightly with plastic wrap and sunscreens of varied SPFs and applicationtypes were applied to the plastic, one type covering eachopening. One opening had no sunscreen, and served as a control.LabQuest devices fitted with UVA and UVB sensors wereused to determine the amount of UVA and UVB radiation allowedthrough each opening by each sunscreen. Students calculatedthe % radiation blocked by each sunscreen, and comparedtheir results to the control radiation as well as to advertised valuesfor each SPF.9Title: The TEAM‐Math Teacher Leader Academy: FosteringMathematics Teacher Leadership through Multiple VenuesNSF Noyce Award Number: 0934821Principal Investigator: W. Gary MartinEmail: strutme@auburn.eduInstitution: Auburn UniversityCo‐PI(s): Marilyn Strutchens and Stephen StuckwischPresenter(s): Marilyn E. Strutchens, Auburn University,strutme@auburn.eduA32012 NSF Robert Noyce Teacher Scholarship Program Conference


PI POSTER ABSTRACTSFor nearly a decade, TEAM‐Math (Transforming East AlabamaMathematics) ‐‐ a partnership of Auburn University, TuskegeeUniversity, and 14 local school districts ‐‐ has worked to improvemathematics teaching and learning in east Alabama. A majorsystemic change effort ‐‐ supported with funding from the NationalScience Foundation (NSF) Math and Science Partnership(MSP) program and other sources ‐‐ included attention to professionaldevelopment, curriculum alignment, teacher leaderdevelopment, and stakeholder involvement. Over the years, theteacher leadership component was identified as a critical factorin supporting reform (cf. Authors, 2009), a finding supported byother research on teacher leadership (cf. Martinez, Firestone, &Polovsky, 2005). In the model used, the teacher leaders remainedin the classroom and assumed, on top of their full‐timeteaching responsibilities, a role in promoting change (Lord &Miller, 2000). Duties included: (a) Work with individual teachersin classroom settings; (b) Work with groups of teachers in workshopor comparable professional development settings; (c) Workwith teachers, administrators, community members or studentson issues or programs that indirectly support classroom teaching/learningexperiences; and (d) Work with various constituentson other emergent tasks (Lord & Miller, 2000).As the partnership looked to sustain and extend its work, continuingteacher leadership development was identified as a priority.To meet this need, a “Teacher Leader Academy” was established.Funding from NSF’s Robert Noyce Scholarship Programallows support of 22 “master teacher fellows” at the elementarylevel. (Supplemental funding from the MSP supports acadre of 14 secondary teacher leaders.) Teacher leaders alreadyactive in the partnership were selected to join the academy,allowing them to continue their duties as defined by the partnership,but with additional support, including development of advancedknowledge of mathematics and mathematics educationthroughout graduate coursework and development of leadershipskills through quarterly meetings of the academy. Elementaryfellows are completing graduate certification as an “elementarymathematics specialist” (AMTE, 2010); efforts are underway toestablish this as a state teaching certification. Fellows receive amonthly stipend and support for tuition.Participants maintain a journal documenting their growth asmathematics leaders and a log of their leadership activities toencourage their reflection on the experience and to help evaluatetheir progress. Initial analyses of these and other datasources suggest that they are finding creative ways in which toinfluence the progress of mathematics teaching and learning intheir schools, districts, and the region.10Title: Content vs. ContextNSF Noyce Award Number: 0833278Principal Investigator: Audrey A. FriedmanEmail: friedmaa@bc.eduInstitution: Boston CollegeCo‐PI(s): Katherine McNeill and Vidya MadhavanPresenter(s): Audrey A. Friedman, Lynch School of Education,Boston College, friedmaa@bc.eduScience Educators for Urban Schools! (SEUS!) will fund 22‐24scholars candidates over a five‐year period to receive Master’sDegrees in Science Education in the areas of Biology, Chemistry,Geo Science, and Physics, and will place, mentor, support, andtrack graduates in urban high schools for a minimum of twoyears.S.E.U.S.! continues to recruit, prepare, graduate, and place scienceteachers in urban schools across the country. In May 2011,6 more scholars completed licensure requirements for M.Ed. inScience Education, bringing the total number to 12. During summer2011, 4 additional scholars began coursework towards licensure..All 16 are employed in large urban districts. All scholarshave received a TELL (Teaching English Language Learners) Certificate,designating them “highly qualified” to teach English LanguageLearners in mainstream classrooms. Although the numberof applicants for S.E.U.S.! has increased and the pool has becomeimmensely competitive, job placement continues to beproblematic, and many of our students are being hired by publiccharter schools. A new challenge is the looming Teacher PerformanceAssessment (TPA), which many Schools of Educationare piloting, and which may evolve into the required nationalassessment. This semester, I am leading current SEUS Scholars incompleting the TPA and developing inquiry‐based reflectivepractice. Findings suggest that contextual variables have agreater impact on student teacher success than content knowledge.11Title: Boston University’s Noyce Scholars Program in MathematicsNSF Noyce Award Number: 0733762Principal Investigator: Suzanne Chapin, Boston UniversityEmail: schapin@bu.eduInstitution: Boston UniversityCo‐PI(s): Glenn Stevens, Boston UniversityPresenter(s): Steve Rosenberg, Boston University,srmathbu@gmail.comBoston University’s Noyce Scholars Program in Mathematics isdesigned to respond to the critical demand for highly trainedmiddle and high school mathematics teachers in high‐needschool districts in the state of Massachusetts. This program hasbeen partnering with a number of high‐need districts includingBoston, Cambridge, Chelsea, Framingham, Lawrence, Waltham,and Watertown. It provides full scholarships to qualified studentsand is built around an established Master of Arts in Teaching(MAT) degree program. A unique feature is the emphasis ongraduate‐level mathematics. Students enroll in three courses aspart of their degree program including a 6‐week math immersionexperience through the PROMYS for Teachers program.2012 NSF Robert Noyce Teacher Scholarship Program ConferenceA4


PI POSTER ABSTRACTSClinical experiences are provided along with coursework andworkshops specifically designed to support reflective teachingfocused on student reasoning. In order to help Scholars preparefor teaching in high‐need schools, they enroll in the course,“Teaching Math in Urban Schools,” as part of their degree program.There have been 32 Noyce scholars in Cohorts I‐IV. Of the 32,94% graduated with a MAT degree and licensure in secondarymathematics. Two scholars left the MAT program prior to theawarding of the degree. Currently all of the Cohort I scholarshave completed their obligation to teach for two years in highneeddistricts; all are still teaching secondary mathematics with83% of them in high‐need schools. Cohorts II and III are in theirfirst or second year of teaching. All are teaching with 92% inhigh‐need schools. Ten Cohort IV scholars are graduating in May2012 and are currently looking for jobs. We anticipate fundingfive Cohort V scholars who will enter the MAT program in summer2012.Scholars are connected to a robust and on‐going mathematicscommunity of teachers, mathematics educators, and mathematicians.They return to campus for the monthly Noyce ScholarsSeminar Series which provides professional development activitiessuch as exploring the teaching of slope, solving mathematicsproblems, investigating alternative assessments, or discussingthe use of challenging tasks in teaching. Other professional developmentactivities include attendance at NCTM conferences,special meetings for first year teachers focused on classroommanagement, and activities during the MAT year specificallyoriented toward working in high‐need schools.12Title: Math for America Boston: Noyce Teaching Scholars ProgramNSF Noyce Award Number: 0934851Principal Investigator: Suzanne ChapinEmail: sr@math.bu.eduInstitution: Boston UniversityCo‐PI(s): Glenn Stevens (Boston U.), Steve Rosenberg (BostonU.), Donna Chevaire (Lawrence Public Schools)Presenter(s): Steven Rosenberg, Boston University,sr@math.bu.eduThe Math for America Boston: Noyce Teaching Scholars Programbuilds on our current program, Noyce Scholars Program inMathematics, to recruit and support mathematics teachers forwork in high need districts. This program works with TeachingFellows and Master Teachers. Teaching Fellows are outstandingSTEM graduates or professionals who wish to change careersand become teachers of mathematics. Master Teachers arehighly qualified and experienced secondary mathematics teachersin high‐need Boston area school systems who would like tobecome instructional leaders. This six‐year program is a collaborationof faculty in the School of Education and the College ofArts and Sciences, the Math for America program, and sevenhigh‐need school districts.Teaching Fellows enroll in a one‐year graduate program thatleads to the Master of Arts in Teaching (MAT) degree and initialteacher licensure as either a middle school or high school mathematicsteacher. Teaching Fellows receive full scholarships to thesame program that our other Noyce Scholars join. Their courseworkcombines content and pedagogy. Following the awardingof the MAT degree, Noyce Teaching Fellows are required toteach mathematics in a high‐needs district in the Boston area forfour years. They receive stipends while teaching in these districts.There are three Teaching Fellows enrolled in the MATdegree program who will be graduating in May. We anticipatehaving 8 additional Teaching Fellows join our program in Summer2012.Master Teachers must have majored in math and hold a master’sdegree in a related field. They enroll part‐time in a graduatedegree program at Boston University (BU) that supports theirdevelopment as leaders through an immersion experience inmath and coursework focused on mathematics curriculum andprofessional development. This program supports 5 MasterTeachers. One Master Teachers is completing her third year, twoMaster Teachers are completing their second year, and twoMaster Teacher are finishing their first year. Master teachersreceive individual mentoring to support their work in theirschools. They also return to campus for the monthly NoyceScholars Seminar Series that they help facilitate. Two MasterTeachers have been working with the BU teacher preparationprogram and mentoring Noyce student teachers. Master Teachersreceive a stipend for five years while working as teacherleaders.13Title: California State Polytechnic University, Pomona RobertNoyce Scholarship Program: Building A Community of LearnersNSF Noyce Award Number: 0934964Principal Investigator: Nicole WicklerEmail: nizwickler@csupomona.eduInstitution: Cal Poly, PomonaCo‐PI(s): Laurie Riggs and Homeyra SadaghianiPresenter(s): Nicole Wickler, California State Polytechnic University,Pomona, nizwickler@csupomona.eduThe Cal Poly Pomona Robert Noyce Scholar Program began inthe 2004/05 academic year. It has supported 53 math and scienceScholars through financial assistance, monthly PLC seminars,travel to professional conferences, and summer researchexperiences. We have leveraged other grant funds to expandsupport to Scholars and connect with other Noyce projects inthe western states. We are systematically tracking program activitiesand continue to track former Scholars after they exit theA52012 NSF Robert Noyce Teacher Scholarship Program Conference


PI POSTER ABSTRACTSprogram. Preliminary data suggest monthly seminars related tomath and science teaching provide Scholars with informationthat is relevant and useful for teaching in the classroom, andinformation that will help them to be better teachers. Seminarsinclude undergraduate students, graduate students, beginningteachers, mentor teachers, and former Scholars. Evaluation dataindicate that financial support for Scholars helps them to focuson their academic development, collaborate with others andavoid seeking additional employment.14Title: Cal Poly Mathematics Noyce Scholarship ProgramNSF Noyce Award Number: 0630419Principal Investigator: Todd A. GrundmeierEmail: tgrundme@calpoly.eduInstitution: Cal Poly, San Luis ObispoCo‐PI(s): Elsa MedinaPresenter(s): Todd A. Grundmeier, Cal Poly, San Luis Obispo,tgrundme@calpoly.eduOur program was established in 2007, and we have awarded 27scholarships to future mathematics teachers. In addition to providingscholarships, our program has a summer workshop componentfor scholars to learn about the teaching and learning ofmathematics as well as issues of teaching in high need districts.A supplemental NSF grant has allowed us to pay a $500 stipendfor scholars from other universities to attend our summer workshops.15Title: Research Experiences for Noyce Scholars at NationalLaboratory Facilities through the STEM Teacher and ResearcherProgram (STAR)NSF Noyce Award Number: 0952013Principal Investigator: John KellerEmail: star@calpoly.eduInstitution: California Polytechnic State UniversityCo‐PI(s): Bryan RebarPresenter(s): John Keller, California Polytechnic State University,jmkeller@calpoly.eduThe STEM Teacher and Researcher (STAR) Program providesNoyce Scholars the opportunity to develop identity as bothteacher and researcher. Founded and implemented by the CalPoly Center for Excellence in Science and Mathematics Education(CESaME) on behalf of the California State University (CSU) system,STAR provides cutting edge research experiences and careerdevelopment for Noyce Scholars. Key experiences are oneto three summers of paid research experience at federal researchfacilities associated with the Department of Energy, NationalAeronautics and Space Administration, National Oceanicand Atmospheric Association, and the National Optical AstronomyObservatory . Anchoring Noyce Scholars in the researchcommunity enhances participant understanding of what itmeans to be both researchers and effective teachers. Since itsinception in 2007, the STAR Program has partnered with 15 nationallab facilities to provide 222 research experiences to preserviceteachers from across the 23‐campus CSU system as wellas Noyce Scholar Programs across the nation. In summer 2011,44 of the 66 program participants were Noyce Scholars. Throughcontinued partnership with the Noyce Scholar Program and contributionsfrom outside funding sources, CSU is committed tosustaining the STAR Program as an opportunity for Noyce Scholarsto participate in research as part of their teacher preparation.Evaluation results from the program continue to indicate its effectivenessin recruiting high quality science and math majorsinto the teaching profession and impacting their attitudes andbeliefs towards the nature of science and teaching through inquiry.Additionally, through surveying and interviewing participantswho are now teaching the project has begun to researchthe impact of the STAR Program on classroom practice. Preliminaryanalyses indicate that STAR fellows have maintained astrong distributed community of support following their summerexperience, including continued contact with their researchmentors and other fellows. The STAR research experience hasalso reinforced and strengthened many of the teachers' commitmentto teaching. Additionally, teachers report how their STARexperience contributed to specific practices they use in the classroomto help students develop hypotheses, design experiments,and report their findings to the class. Most teachers reportedthat their STAR experience has made them better teachers. Visitwww.StarTeacherResearcher.org for more information on theSTAR Program.16Title: Cal Poly San Luis Obispo Science Noyce Scholars ProgramNSF Noyce Award Number: 0833353Principal Investigator: John KellerEmail: jmkeller@calpoly.eduInstitution: California Polytechnic State UniversityCo‐PI(s): Seth Bush and Ed HimelblauPresenter(s): John Keller, California Polytechnic State University,jmkeller@calpoly.eduThe Cal Poly Science Noyce Scholars Program represents one ofseveral campus efforts to recruit, prepare, and retain high qualitySTEM undergraduates from at Cal Poly San Luis Obispo intoteaching (www.cesame.calpoly.edu/noyce). We have successfullyrecruited three cohorts into the program over the pastthree years, with 19 one‐year scholars, 7 two‐year scholars, and5 three‐year scholars. With 48 scholarships awarded to 31scholars, our program is on course to reach our target of awarding54 scholarships to at least 30 scholars. We will be selectingour final cohort this spring 2012. During the 2011‐12 academicyear, Scholars have been engaged in monthly Noyce Seminars2012 NSF Robert Noyce Teacher Scholarship Program ConferenceA6


PI POSTER ABSTRACTSon topics including common science misconceptions, citizenscience, gender in STEM, and English language learners. A largegroup also attended the 2011 California Science Teachers AssociationConference in Fall 2011. The cohort has selected JessicaPotter, a recent Cal Poly Noyce Scholar graduate now teaching inSan Bernardino, as the 2012 Cal Poly Noyce Distinguished NewTeacher. Ms. Potter will provide the keynote address at the 4thAnnual Noyce Narrative Event, which is intended to spreadawareness of the Noyce Scholar Program and the importance ofplacing highly qualified science and math teachers in high needsettings.Our Scholars have also been involved in a number of professionaldevelopment opportunities. During Summer 2011, nineparticipated in the STEM Teacher and Researcher (STAR) Program,conducting research at national research labs run by NASAand the Department of Energy. Two other Scholars participatedin the 2011 NASA Noyce Summer Institute which brought 22Noyce Scholars from around the country together for a weeklong professional development workshop featuring NASA educatorsand scientists. This winter and spring, several current Scholarsare also involved in two professional development opportunitiesinvolving the use of technology in the classroom fundedthrough the Google Faculty Institute.Finally, our program has begun to coordinate with the Cal PolyUpward Bound Program to involve Scholars as tutors, summerinstructors, and Saturday science workshop leaders for this program.The Cal Poly Science Noyce Scholars Program is housed inthe Cal Poly Center for Excellence in Science and MathematicsEducation (CESaME), which will continue to offer research opportunitiesto Noyce Scholars from throughout the CaliforniaUniversity System and beyond through the STAR Program(www.StarTeacherResearcher.org).17Title: CSUB Robert Noyce Fellowship ProgramNSF Noyce Award Number: 1136342Principal Investigator: Carl KloockEmail: rhughes@csub.eduInstitution: California State University, BakersfieldCo‐PI(s): Ron Hughes and Jacqueline HughesHighlights of the new CSUB Robert Noyce Fellowship Programare:1. The Robert Noyce Fellowship Program at California StateUniversity, Bakersfield (CSUB) was funded on January 1,2012.2. We have not yet accepted any Fellows into the Program3. We will be accepting our First cohort of Students in Fall2012.We will describe the program and recruiting efforts to date.18Title: Mathematics California Coast Noyce Scholars PartnershipNSF Noyce Award Number: 0934703Principal Investigator: Jeff WhiteEmail: ivona.grze@csuci.eduInstitution: California State University, Channel IslandsCo‐PI(s): Ivona Grzegorczyk, Hongde Hu; Oliver DalePresenter(s): Ivona Grzegorczyk, California State UniversityChannel Islands, ivona.grze@csuci.eduThe three campuses located in California Coastal region, HumboldtState University (HSU), CSU Channel Islands (CSUCI), andCSU Monterey Bay (CSUMB), are highly committed to the preparationof outstanding mathematics and science teachers and arecollaborating in this effort as the California Coast Noyce Scholars(CCNS) Partnership. The goals of the partnership address thefact that HSU has many undergraduates in STEM majors interestedin teaching careers, but is in the North Coast region withlimited demand for new teachers. CSUCI, serving primarily LosAngeles and Santa Barbara area, and CSUMB, serving Montereyand South San Francisco area, are located in the highest growthregions in the state and are not able to meet the large demandfor mathematics teachers. Our Noyce Scholars completing theirSTEM degrees at any of the three campuses transfer seamlesslyto one of the other partner campuses for their teaching credential,and continue as a Noyce Scholar during their postbaccalaureatecredential program. Students from the three campusesmeet once a year to share their educational and researchprojects, visit schools and discuss pedagogy and resources, network,and collaborate.19Title: TEMS II: Teaching Excellence in Math and Science PhaseII A Noyce Math and Science Scholars ConsortiumNSF Noyce Award Number: 1136431Principal Investigator: David T. KaganEmail: dkagan@csuchico.eduInstitution: California State University, ChicoCo‐PI(s): Brandi L. Aranguren, Kelly McDonald, Jennifer Oloff‐Lewis, and Deidre B. SessomsPresenter(s): David T. Kagan, California State University, Chico,dkagan@csuchico.eduBrandi L. Aranguren, California State University, Chico, baranguren@csuchico.eduKelly McDonald, California State University, Sacramento, mcdonald@csus.eduJennifer Oloff‐Lewis, California State UniversityThis Phase II project continues the Noyce Phase I TEMS workcurrently in progress. It continues as a joint effort from CaliforniaState University (CSU), Chico and CSU Sacramento, in partnershipwith three area school districts: Chico Unified SchoolDistrict, Oroville Union High School District, and Sacramento CityA72012 NSF Robert Noyce Teacher Scholarship Program Conference


PI POSTER ABSTRACTSUnified School District. These two CSU campuses have longbeen leaders in providing highly qualified mathematics and scienceteachers for a service region larger than the size of Ohiothat includes both rural remote regions as well as large urbanareas with large populations of low income, culturally and linguisticallydiverse students. In conjunction with other existingprograms, the Noyce Scholars program has assisted Chico andSacramento in efforts to increase the number of mathematicsand science teachers they produce each year as part of a largerstatewide goal of the CSU system. To date, the Phase I grant hasfunded 43 scholars between the two campuses. The Phase IIgrant proposes to fund that same number.20Title: TEMS I: Teaching Excellence in Math and Science Phase INoyce Math and Science Scholars ConsortiumNSF Noyce Award Number: 0733758Principal Investigator: Brandi ArangurenEmail: baranguren@csuchico.eduInstitution: California State University, ChicoCo‐PI(s): David Kagan, Deidre Sessoms, and Kelly McDonaldPresenter(s): Brandi Aranguren, CSU, Chico, baranguren@csuchico.eduDeidre Sessoms, CSU, Sacramento, dsessoms@skymail.csus.eduThe TEMS consortium partners two culturally different universities,California State University, Chico and California State University,Sacramento, using the strengths of both in providinghighly qualified mathematics and science teachers for a combinedservice region larger than the size of Ohio. Chico is primarilyrural in nature, including large, remote, mountainousregions with high poverty rates; Sacramento serves an expandedurban area with large populations of low income, culturally andlinguistically diverse students. One of the unique features of thispartnership is to use the differences in the individual regions tohelp Noyce scholars to develop a stronger and more diverseunderstanding of educational challenges. TEMS conducts twojoint seminars annually, one in each area that meet in areateacher classrooms and are co‐facilitated by mentor teachers inthe area. TEMS also provides opportunities for student teacherexchange programs between the two campuses allowing NoyceScholars to visit and better understand the unique characteristicsand needs of the students in the different regions.Both campuses have incorporated TEMS into their efforts todouble the number of math and science teachers they produce.Each campus has directed their efforts in different directions toagain match their needs and strengths. Chico has integratedTEMS into expanding programs for undergraduates while Sacramentohas used TEMS to help a large population of careerchangers. Activities at Chico have included expanding its uniqueHands‐On Lab science teaching experiences (elementary classesvisiting a dedicated lab on the Chico campus), and increasingparticipation in Project M.A.T.H. (Mathematics And Teaching onthe Horizon, a residential learning community model for futuremath teachers). Sacramento has developed new courses forSTEM professionals allowing them to gain teaching credentialsand meet NCLB highly qualified requirements and has expandedteacher recruitment activities and early field experiences.TEMS efforts have been strengthened on both campusesthrough collaborations with existing campus programs, such asthe Alliance for Minority Participation, the Mathematics andScience Teaching Initiative, California Postsecondary EducationCommission grant programs for retaining new math and scienceteachers, and the Beginning Teacher Support and Assessmentinduction programs.21Title: Noyce Scholar and Fellow Programs at the CaliforniaState University, East BayNSF Noyce Award Number: 0833348Principal Investigator: Kathy HannEmail: david.stronck@csueastbay.eduInstitution: California State University, East BayCo‐PI(s): David StronckPresenter(s): David Stronck, California State University, East Bay,david.stronck@csueastbay.eduPhase I Noyce Scholarships at California State University (CSU),East Bay attract academically successful community collegetransfers, senior mathematics and science majors and STEMprofessionals to become highly effective teachers in urbanschool districts. In 2011‐2012, eleven credential students andone undergraduate have Noyce scholarships at $10,000 duringthis year. The program includes a professional support networkand mentoring . In 2009, the Noyce Fellowship program wasadded. Now the College of Science and the College of Educationand Allied Studies at CSU, East Bay, the Alameda County Officeof Education, the Stephen D. Bechtel Jr. Foundation, and theEdward Teller Foundation collaborate on the goal of increasingthe number of highly qualified science and math student whowill obtain a teaching credential and the master's degree at CSU,East Bay. This program is providing scholarships for the first twocredential/master's years and salary supplements for the subsequentthree teaching years for two cohorts of eight Fellows.Each fellow will receive a total of $60,000 in support from theNoyce Program.Recruits have come from some of the most prestigious universitiesin the country as well as from at least one foreign country.Some have come from community colleges, others through theCSU East Bay four‐year undergraduate programs, and some havetransferred into CSU East Bay upper‐division programs from localcommunity colleges. The Noyce Scholars are extraordinarily wellprepared academically. Clearly they are either highly gifted intellectuallyor exceptionally hard working, or both. The mean GPA2012 NSF Robert Noyce Teacher Scholarship Program ConferenceA8


PI POSTER ABSTRACTSof the group at the time of their recruitment was 3.56. Over thecourse of the past year they, as a group, have completed 108courses, an average of over 4 classes each, attesting to the factthat they have been fully engaged in their coursework. Furthermore,they are very pleased with their classes. As a group theyreport an average of 4.1 on a 5 point satisfaction scale, with 5indicating “highly satisfied”. The lowest of the scores reportedwas a 3. Our Noyce Scholars have demonstrated such positiveattitudes and such diligence in their coursework that there hasbeen no indication of unsatisfactory progress. This is not surprising,considering that several of the Noyce Scholars applied forthe program at the suggestion of their professors, rather than inresponse to a widespread advertising program.22Title: Fresno State Noyce Programs: Ten Years and GoingStrongNSF Noyce Award Number: 0733849Principal Investigator: David M. AndrewsEmail: davidan@csufresno.eduInstitution: California State University, FresnoPresenter(s): David M. Andrews, California State University,Fresno, davidan@csufresno.eduThe poster presentation will include a summary of practices,activities and outcomes of our 10 years of Noyce Scholar/Teacher/Fellow programs at Fresno State. We will share informationconcerning total numbers of Noyce I/II teachers andscholars as well as numbers of Fellows. The poster will also includedemographics including gender, ethnicity; discipline majorincluding second authorization/license area data; years ourNoyce Teachers have been in the classroom and percentage ofthose who have remained in their high need classroom beyondthe obligation period; examples of leadership positions assumedby our Noyce Scholars/Teachers/Fellows; examples and descriptionsof professional development including our Western RegionalNoyce Conferences, Noyce sponsored summer researchinternships and special summer programs. The intent is to tellour success story as it continues to unfold.23Title: Teaching as a Primary Profession (TAPP) in Biology andBiochemistryNSF Noyce Award Number: 0934910Principal Investigator: Barbara L. GonzalezEmail: bgonzalez@fullerton.eduInstitution: California State University, FullertonCo‐PI(s): Victoria B. Costa, Chandra Srinivasan, Marcelo TolmaskyPresenter(s): Barbara L. Gonzalez, California State UniversityFullerton, Department of Chemistry and Biochemistry, bgonzalez@fullerton.eduJames Rudd, California State University Los Angeles, Departmentof Chemistry and Biochemistry, External EvaluatorCalifornia State University Fullerton (CSUF) in collaboration withAnaheim Union High School District, Mount San Antonio College,and University of California Los Angeles is implementing Teachingas a Primary Profession (TAPP) in Biology and Biochemistry.The TAPP program encourages talented biology and biochemistryundergraduates to become highly qualified secondary teachersof both biology and chemistry. Scholarships support thosewho are in the process or have completed a bachelor’s degree inbiology or biochemistry and are enrolled in the CSUF secondarycredential program with the intention of earning a teaching credentialwith authorization in California to teach both high schoolbiology and chemistry.The specific project goals for this Phase 1 Noyce ScholarshipProgram are: 1) Provide opportunities for students to enrichtheir understanding of the nature of scientific inquiry throughresearch experiences in biology and biochemistry; 2) Developpedagogical content knowledge with supported experiences inhigh school and college classrooms; and 3) Facilitate the use ofinformation, communication, and educational technologies toimprove teaching and learning. Our aim is to offer a potentialmodel for a fifth‐year credential program that involves preparingbiology and biochemistry majors for service in public secondaryschools who achieve highly qualified status in both biology andchemistry.24Title: The Fullerton Mathematics Teacher and Master TeacherFellows Project: Year 2NSF Noyce Award Number: 1035315Principal Investigator: Marty BonsangueEmail: mbonsangue@fullerton.eduInstitution: California State University, FullertonCo‐PI(s): Mark Ellis and Ruth Yopp‐EdwardsPresenter(s): Marty Bonsangue, Cal State Fullerton, mbonsangue@fullerton.eduThe Fullerton Mathematics Teacher and Master Teacher FellowsProject (MT2) aims to develop a cadre of mathematics teachersand mathematics teacher leaders who will work together toserve as master/student teachers, mentor/mentee teachers,current and future district and community leaders, and currentand future college/university liaisons in high‐need districts in thegreater Orange County, CA area. During the first year, we identifiedten Master Teaching Fellows (MTFs) from two high‐needschool districts, Norwalk‐La Mirada Unified School District andAnaheim Joint Union High School District at the middle schooland high school levels. We have also identified the first cohort often Teaching Fellows (TFs) in mathematics and six of the secondcohort of ten TFs who will partner with the MTFs. The secondA92012 NSF Robert Noyce Teacher Scholarship Program Conference


PI POSTER ABSTRACTSyear of the project has focused on using Paired Teaching betweenMTFs and TFs completing the teaching credential. MTFshave also been intensely involved in completing their Take Onerequirements for National Board Certification.schools where they are employed. So far, 37 students have beenawarded the scholarships (see http://webcert.fullerton.edu/sa/impact/Testimonials.html) for testimonials and follow up information.25Title: Improving Mathematics, Physics, and Chemistry Teaching(IMPaCT) ProjectNSF Noyce Award Number: 0630425Principal Investigator: Margaret KiddEmail: dpagni@fullerton.eduInstitution: California State University, FullertonCo‐PI(s): David PagniPresenter(s): Margaret Kidd, mkidd@fullerton.eduDavid Pagni, California State University, Fullerton,dpagni@fullerton.eduThe IMPaCT program is designed to support talented, lowincome,prospective secondary school mathematics, physics, andchemistry teachers during the year they work towards theirteaching credential. Each year, the program awards stipends tostudents who have earned a Bachelor’s degree in mathematics,physics, or chemistry and who have been admitted to theteacher education program, intent on earning a secondaryschool teaching credential. During the four years of the grant, atotal of 40 students will participate in the project. CaliforniaState University, Fullerton (CSUF) houses the largest teachercredentialingprogram in Orange County. IMPaCT operateswithin the current Secondary Credential program to activelyrecruit and fund minority candidates, especially Hispanics, toenter the fields of mathematics, physics, and chemistry teaching.In turn, these teachers will serve as role models to the large minoritypopulation in our public high schools and encourage moreof these students to attend college and eventually enter theteaching field.The IMPaCT program is coordinated with the school district partnerswithin an ongoing NSF Mathematics and Science Partnership(MSP) program at CSU Fullerton, called TASEL‐M (TeachersAssisting Students to Excel in Learning Mathematics) and itsPhase II continuation, TASEL‐M2, two state math/science partnerships,and a CPEC funded grant called CoAST (Continuum forthe Advancement of Science Teaching). As a result, candidateswho are awarded stipends are placed in schools where a strongworking relationship exists between the CSUF mathematics,physics, and chemistry faculty members and their cohort teachersin the participating schools. Through existing professionaldevelopment programs, the prospective teachers receive professionaldevelopment in mathematics and physical science contentand pedagogy alongside practicing teachers (five days in thesummer and five days during the academic year).Progress of stipend awardees will be followed over the five yearsof the IMPaCT grant to determine the effect of the program onnew teachers and to assess their impact as role models in the26Title: CSULB Noyce II: Learning from the Past to Impact theFutureNSF Noyce Award Number: 0833349Principal Investigator: Laura HenriquesEmail: anna.brochet@csulb.eduInstitution: California State University, Long BeachCo‐PI(s): Xuhui Li, Karen Hakim‐ButtPresenter(s): Anna Brochet, CSULB, anna.brochet@csulb.eduJennifer Rodriguez, CSULB, jennifer_rodriguez626@yahoo.comThe California State University, Long Beach Noyce II project iscompleting its third year with a dozen actively funded scholarsduring 2011‐2012. Scholars participated in the service learningcomponent of the program in our partner high need districts. Sixscholars successfully completed their student teaching in the Fallsemester, two more will finish in spring. Our last cohort of incomingScholars will join four continuing Scholars in Fall 2012.Longitudinal evaluation of Noyce I continues with findings showingthat alumni felt better prepared for their first year of teachingbecause of (1) the additional strategies and resources theyreceived during professional development seminars and conferences,(2)the support they felt from being part of a small cohortof aspiring science and math teachers facing the same goals andchallenges, and (3) the opportunity to network and have accessto experienced mentors. Input from Noyce I alumni and employershave helped shape our programming choices.Our goal is to provide tools and experiences which support students’preparation for teaching in high needs schools. We meetthese goals via three different types of activities.1. Scholars receive individualized mentoring, both career andacademic.2. Scholars participate in early field work experiences at ourpartner school districts: Long Beach Unified School Districtand Whittier Union High School District.3. Scholars participate in our professional development seminarseries and discussion board postings, both of which developprofessional skills while contextualizing early fieldwork experiences in our partner schools.Through multiple professional development opportunities, wehave seen growth in scholar confidence as teachers, their reflectiveabilities, and their emergence as young professionals. MostScholars take advantage of additional professional development2012 NSF Robert Noyce Teacher Scholarship Program ConferenceA10


PI POSTER ABSTRACTSopportunities. Eleven current scholars attended state math orscience teaching conferences. Two are engaged in a Googlesponsored flipped unit project (they led a seminar to teach theircolleagues the process) and four have taught in the Young ScientistsCamps at CSULB. Besides presenting to each other, NoyceScholars and Alumni have presented at the annual conferencesof the National Science Digital Library, National Science TeachersAssociation, California Science Teachers Association, and theWestern Regional Noyce Conference (WRNC). Noyce I alumnicontinue to be involved, attending the WRNC, and presenting atNoyce seminars and serving as mentor teachers for Noyce Scholarsduring field work and student teaching.Opportunities for continued partnerships include:1. Young Scientists Camp and Clancy Foundation fundedhands‐on science teaching continue to hire Noyce Scholars2. CSULB Scholars have participated in the STAR (ScienceTeacher As Researcher) program coordinated by Cal PolySLO3. CSULB has a PhysTEC grant which has developed physicsPCK courses which Noyce Scholars have taken4. We use MERLOT Voices as a communication and discussionboard mechanism. Scholars have created e‐portfolios viaMERLOT’s Content Builder5. We continue to participate in WRNC activities27Title: Learning in Context: Prospective Mathematics Teachers'Journeys in Self‐AssessmentNSF Noyce Award Number: 0934934Principal Investigator: Debasree RaychaudhuriEmail: draycha@calstatela.eduInstitution: California State University, Los AngelesCo‐PI(s): Derek Chang and Fred UyPresenter(s): Debasree Raychaudhuri, California State Universityof Los Angeles, draycha@calstatela.eduRigorous content background is the initial point, the pivotalfoundation in the mathematics major’s journey as a teacher. It isbut one dimension, however, and by itself cannot hold the structuretogether. To be able to face the content in context and thechallenges of a high‐need school we must equip our graduateswith skills beyond rigor; the foresight of the context by establishingthe relevance and insight of workplace and their students bygradual familiarization. We designed a dual‐foci longitudinalstudy and a specific course to address each issue.The course focuses on high school mathematics topics such asalgebra, trigonometry, geometry, calculus, proof and their linkswith advanced mathematics, particularly focusing on multiplerepresentations and inter‐connections between these topics,allowing the scholars to take an in‐depth look at their ownmathematical knowledge.The longitudinal study undertaken in a high‐need school usingspecially designed research questions allows the scholar to learnabout both mathematical as well as non‐mathematical challengesthat high‐need school students and their teachers face.In this presentation we describe these activities and offer samplesof student work as well as our own conclusions drawn fromthem.28Title: California State University, Northridge (CSUN) NSF TeachingFellowship ProgramNSF Noyce Award Number: 0934972Principal Investigator: Kellie EvansEmail: kellie.m.evans@csun.eduInstitution: California State University, NorthridgeCo‐PI(s): Julie Gainsburg, Ivan ChengPresenter(s): Kellie Evans, California State University, Northridge,kellie.m.evans@csun.eduThe Teaching Fellowship Program at California State University,Northridge (CSUN) is in its third year and currently supportingnine Teaching Fellows (TFs). Two TFs completed their singlesubject teacher credential programs in Spring 2011 and immediatelyobtained secondary math teaching positions in high‐needschool districts. Four TFs will complete their single subjectmathematics teaching credentials in Spring 2012 and three willfinish in Fall 2012. Project directors are in the process of selectingthe last cohort of TFs. Three Master Teaching Fellows (MTFs),all of whom are secondary mathematics teachers employed bythe Los Angeles Unified School District, are also supported.MTF’s professional development has included work on master’sdegrees in mathematics education and creating and implementingan annual Personal Leadership Service Plan. All MTFs are ontrack to complete their master’s degrees Spring 2012.The first cohort of TFs has benefitted greatly during this first yearof teaching from one‐on‐one and group mentoring funded bythe grant. Throughout the year all Fellows participated inmonthly meetings, which included featured speakers on suchtopics as (1) inquiry and logical thinking; (2) lesson design aimedat getting students to think conceptually; (3) using a variety ofinstructional strategies including manipulatives and technologyto cover state standards; (4) innovative school structures; and(5) job search assistance. Fellows were also supported to attendthe fall California Mathematics Council‐South Conference inPalm Springs where they attended talks by Dan Meyer and JoBoaler.While the TF Program has experienced full retention and 100%A112012 NSF Robert Noyce Teacher Scholarship Program Conference


PI POSTER ABSTRACTSemployment (in spite of the bleak job market), the MTF Programhas experienced some attrition due to change of future plansand an untimely death.29Title: California State University, Northridge (CSUN) RobertNoyce Scholarship ProgramNSF Noyce Award Number: 0630452Principal Investigator: Kellie EvansEmail: magnhild.lien@csun.eduInstitution: California State University, NorthridgeCo‐PI(s): Magnhild Lien, Virginia Oberholzer‐Vandergon, MatthewD’AlessioPresenter(s): Magnhild Lien, magnhild.lien@csun.eduKellie Evans, kellie.m.evans@csun.eduThe Noyce Scholarship Program at California State University,Northridge (CSUN) is in its last year. To date, 37 scholars, 18math and 19 science, have been supported. Approximately 10additional scholars will be supported during the summer and fall2012 terms. Seventeen scholars have earned preliminary singlesubject math or science teaching credentials and of those 11 areteaching secondary math or science in high‐need school districts.Of the 6 not teaching, 3 are looking for positions and 3 havepostponed their searches due to personal or economic reasons.Nine more scholars are expected to earn single subject math orscience teaching credentials Spring 2012.The main professional development activity for scholars hasbeen the weekly seminar, which included the following:1. Book reviews and discussions of books purchased throughthe project (e.g. Childrens Ideas in Science by RosalindDriver; Classroom Management That Works: Research‐Based Strategies for Every Teacher by Robert J. Marzano,et. al.; Ways to Think About Mathematics: Activities andInvestigations for Grade 6‐12 Teachers by Steve Benson et.al.)2. Reading primary literature such as papers on English languagelearners in science and math classrooms and misconceptionsin children’s understanding of science andmath topics;3. Designing and delivering short lessons to practice teachingand receiving feedback;4. Using technology in the classroom, with an emphasis onthe free dynamic mathematics software GeoGebra, use ofGoogle and other systems and software for science learning;5. Hosting invited guests and experienced teachers to leadthe session, such as on inquiry‐based lessons for math andscience scholars;6. Workshops on applying for the teaching credential programand on applying for jobs in the Los Angeles UnifiedSchool District; and7. Visits to secondary science and mathematics classrooms.Through this program, we have learned that prospective scholarsmay not apply for funding for various reasons, including notknowing how to ask for letters of recommendation and notthinking they qualify. We have also learned that scholars needadditional support, especially in finding jobs and during the firstyears of teaching.30Title: Noyce Sac‐MAST: Sacramento Math and Science TeachingProgram Year 1NSF Noyce Award Number: 1136419Principal Investigator: Deidre B. SessomsEmail: sessoms@csus.eduInstitution: California State University, SacramentoCo‐PI(s): Kelly K. McDonald, Gary ShannonPresenter(s): Deidre B. Sessoms, California State University,Sacramento, sessoms@csus.eduKelly K. McDonald, California State University, Sacramento,mcdonald@csus.eduThis new Phase I Scholarship Program builds upon our highlysuccessful collaborative Phase I Program with CSU Chico (onwhich Chico was the lead) to offer new scholarships and research‐basedprofessional development opportunities to 38 undergraduateor credential year math or science majors over afive year period. Graduates will be highly sought after for mathand science teaching positions in our high needs service area.The Sacramento region is a highly diverse, urban area, with highunemployment and a predicted future need for teachers thatoutstrips almost every other city in the state of California.Unique project components include:1. Partnership with the Parent/Teacher Home Visit Project, anationally replicable non‐profit program which trains andsupports teachers in cultural competency and in connectingwith their students' families and communities. All Scholarswill go through trainings and will accompany their cooperatingteachers on home visits during their certification year.Research indicates that this project results in increased testscores and increased attendance.2. Student teaching placements in urban high school SmallLearning Communities that have adopted Linked Learning, apromising reform effort aimed at improving high schools byconnecting strong academics, demanding technical educationand real‐world experience in a wide range of fields,such as engineering, arts and media, biomedicine andhealth.2012 NSF Robert Noyce Teacher Scholarship Program ConferenceA12


PI POSTER ABSTRACTS3. Partnership with the Los Rios Community College District tosupport summer biotechnology workshops where NoyceScholars will team up with community college science studentsto assist area Title 1 high school students in a summerenrichment program in the sciences. This will strengthenthe high school to community college to university pipelinefor under‐represented students, and also strengthen theconnections among faculty at our various institutions.31Title: CSUSB Noyce Teaching and Master Teaching FellowshipsNSF Noyce Award Number: 0934761Principal Investigator: Davida FischmanEmail: carol_cronk@sbcss.k12.ca.usInstitution: California State University, San BernardinoCo‐PI(s): Carol Cronk, Joseph Jesunathadas, and Sheree JetterbergPresenter(s): Carol Cronk, carol_cronk@sbcss.k12.ca.usThe CSUSB Noyce Teaching and Master Teaching Fellowshipsprogram addresses local challenges by developing, implementingand evaluating a comprehensive professional development programin mathematics education that will result in improving thequality of instruction, and ultimately increasing student achievementamong secondary students in the SBCUSD.The CSUSB Fellowship currently includes 5 Teaching and 11 MasterTeaching Fellows. All Fellows will earn a Master of Arts inTeaching Mathematics at CSUSB. It is our experience that mostMaster’s degrees earned by teachers in our service area are notspecifically content‐related, but rather focus on general curriculumand instruction or on administration; thus this degree willsignificantly enhance the depth and breadth of mathematicalcontent knowledge as well as content knowledge for teachingamong the Fellows.During the five‐year Fellowship, Teaching Fellows and MasterTeaching Fellows engage in lesson study as a team. There arecurrently two teams and each team has ten formal days to meetwith a facilitator during the regular school day, to study mathematicalconcepts and prepare, teach, and debrief lessons. However,in addition to the designated lesson study time, the teachersfrequently meet together on their own time to share strategies,do homework, and plan lessons for lesson study.The first team of Fellows was so excited about the lesson studyprocess that they requested to attend the Chicago Lesson StudyConference in May 2011, and the Noyce Fellowship program hassupported them in doing so. They have also shared their lessonstudy expertise with the larger Noyce community in several presentationsincluding the Western Regional Noyce Conference, theAnnual Noyce Conference in July, and the California Math Council(CMC), South. In addition, one of the Master Fellows was instrumentalin the planning of a lesson study conference held ather high school and CSUSB.As a result of the parallel processes of engaging in study for amaster’s degree and ongoing lesson study, the Fellows are becominga supportive and productive community of teachers focusedon enhancing all aspects of their teaching. The ProfessionalLearning Community of Fellows is already expanding itsinfluence in the district. Several have decided to apply for NationalBoard Certification, and have included colleagues fromtheir schools to join them in this effort. Others are bringing totheir department meetings ideas and strategies they havelearned in the lesson study sessions and in the MAT program.32Title: CSUSB Noyce Scholarship Program (Phase I and II)NSF Noyce Award Number: 0630255Principal Investigator: Davida FischmanEmail: fischman@csusb.eduInstitution: California State University, San BernardinoCo‐PI(s): Carol Cronk and Joseph JesunathadasPresenter(s): Davida Fischman, CSU San Bernardino, fischman@csusb.edu,CSU San Bernardino Noyce Math and ScienceScholarships ProgramThe major components of the CSU San Bernardino Noyce programare mentored classroom experiences (2 full weeks in thebeginning of the academic year, and weekly thereafter), monthlyseminars attended jointly by scholars and mentor teachers, supervisionof Noyce scholars’ student teaching by subject‐matterfaculty, and academic advising by Natural Sciences as well asEducation faculty. All of these are firmly grounded in a strongpartnership between the CSUSB College of Natural Sciences,College of Education, the San Bernardino County Superintendentof Schools, and the San Bernardino City Unified School District.Additionally, we encourage and support financially scholars’attendance at local and regional meetings and conferences suchas the Riverside‐San Bernardino Counties Math Teachers AssociationDinner Meetings, the Western Regional Noyce Conference,and the California Math Council ‐ South Annual Conference.Structured mentoring experiences are at the core of our program;these are particularly valuable since our Noyce scholarsare primarily undergraduates who have had little or no experiencein the classroom. For this component, the program partnerscollaborate to identify lead teachers in the district whohave outstanding skills both in teaching secondary students andin working with adults. The mentors and scholars are thenmatched, based on perceived needs of the scholars and skills ofthe teachers. During the three years of the Noyce program, thescholar progresses through a series of benchmarks: at first thescholar observes classroom activities with a specific focus andA132012 NSF Robert Noyce Teacher Scholarship Program Conference


PI POSTER ABSTRACTSrecords them, and then over time progresses from individual adhoc tutoring to working with small groups, then co‐planning andteaching portions of lessons, and eventually to independentplanning and teaching of lessons under the supervision of thementor teacher.The Noyce seminars provide scholars and mentor teachers withadditional opportunities to learn from university and districtexperts. Focus topics for 2011‐12 are classroom management forscholars, mentoring skills for mentor teachers, and CommonCore State Standards for mentor‐scholar teams. Additional topicsof particular interest have been a series of sessions on classroommanagement, formative and summative assessment, makinggood use of teaching resources to teach conceptually, andstandards‐aligned teaching with understanding.Many scholars have said that without the Noyce‐sponsoredmentored and structured classroom experiences, and the confidencethey gain through them, they would not have made thedecision to become a teacher. Noyce Graduates have said thattheir first year teaching is immeasurably more successful than itwould otherwise have been after having learned so much aboutteaching in all its aspects from their mentor teachers andthrough the Noyce seminars and conferences they have attended.Feedback from district personnel indicates a high levelof satisfaction with the work of the Noyce teachers.33Title: California State University Stanislaus Future TeachersMake Some Noyce!NSF Noyce Award Number: 0934958Principal Investigator: Viji K. SundarEmail: vsundar@csustan.eduInstitution: California State University StanislausCo‐PI: Donna AndrewsPresenter(s): Jonathan Kamp, California State University Stanislaus,jkampcsustan.eduViji K. Sundar, California State University Stanislaus,vsundar@csustan.eduUnder the theme “teachers from the valley for the valley”, 24Stanislaus State University students have been accepted to participatein the Noyce Program in the past three years. Many ofour Noyce undergraduate scholars and Noyce credential scholarshave attended the regional, State and National mathematics andscience conferences including the Western Regional Noycescholarship Conference in November 2011. The undergraduateNoyce Scholars and those in the Credential Program receive supportand training that is tailored to fit their needs. Credentialstudents have monthly meetings with the Co‐PI who is the highschool math/science methods course instructor and the PI, whois a math faculty and leader of the undergraduate bimonthlymeetings. Three of the Noyce scholars have participated for atotal of five years in the STAR (Science Teacher and Researcher)program sponsored by the Department of Energy. Three moreNoyce scholars will be STAR Fellows in Summer 2012.34Title: The Reflective Triad: A Collaborative Model for Faculty,Teachers, and ScholarsNSF Noyce Award Number: 0833099Principal Investigator: Denise K. DavisEmail: denise.k.davis@case.eduInstitution: Case Western Reserve UniversityCo‐PI(s): James BaderPresenter(s): Denise K. Davis, Case Western Reserve University,denise.k.davis@case.eduThe Case Western Reserve University (CWRU) Noyce Programbegins with the scholar's junior year. During this academic year,scholars make weekly visits to an assigned high school teacherand attend a monthly seminar that is designed as a 'reflectivetriad.' The triad is composed of a CWRU faculty member in thediscipline, a successful high school teacher who serves as themaster teacher and mentor for weekly field experiences, and thescholar. The triad convenes at monthly seminars where readingsand experiences are discussed. This opportunity enables Noycescholars to interact with master teachers in an accessible andopen collegial relationship that is outside the traditional studentteaching assessment model. It also enables high school teachersand university faculty to interact and discuss topics and practices.35Title: Central Washington University Robert Noyce ScholarshipProgram: Science and Mathematics Alliance for the Retentionof Teachers (SMART)NSF Noyce Award Number: 1035514Principal Investigator: Martha J. KurtzEmail: kurtzm@cwu.eduInstitution: Central Washington UniversityCo‐PI(s): Tim Sorey, Chris Black, Janet Shiver, and Jan Byers‐KirschPresenter(s): Martha J. Kurtz, Central Washington University,kurtzm@cwu.eduIn response to a regional and nationwide teacher shortage insecondary science and mathematics, Central Washington University(CWU) in partnership with five community colleges initiateda Phase I NSF Noyce Scholars Program to recruit and train STEMmajors and STEM professionals to become science and mathematicsteachers in high need schools. Over five years, 44 SMARTScholars will be prepared to teach science and mathematics and70 SMART Affiliates will participate in teaching, research, or academicservice learning experiences. High priority is placed onrecruiting students underrepresented in STEM fields. By the endof second year of funding a total of 16 Affiliates will have partici‐2012 NSF Robert Noyce Teacher Scholarship Program ConferenceA14


PI POSTER ABSTRACTSpated in four types of experiences: academic year teaching orresearch, summer camp teaching, or a month‐long summer researchexperience.The Noyce Summer Research Program involves Noyce Affiliatesin four weeks of intensive research in each of four different facultyresearch labs. The summer 2011 experience included researchin computational mathematics, organic synthesis, brainfunction measurement, and marine biology. A total of nineNoyce Scholars participated in a three‐day Noyce Summer Institute,four of whom will complete a year‐long internship with amentor teacher in a high‐need school during the 2011‐2012 academicyear. Five of the two‐year scholars initiated an action researchproject on teaching strategies that enhance learning forEnglish Language Learners.36Title: Science Education Internships for the Professional Developmentof Noyce Scholars at Chicago State University: Affordancesand ConstraintsNSF Noyce Award Number: 0833251Principal Investigator: Andrea Gay Van DuzorEmail: agay@csu.eduInstitution: Chicago State UniversityCo‐PI(s): Karel Jacobs, Rita Koziarski, and Mel SabellaPresenter(s): Andrea Gay Van DuzorThe Chicago State University (CSU) Noyce Scholar Program expandedthe internship component of the program to enableScholars to engage in summer and school‐year internships.These internships are in addition to those available for freshmenand sophomore who are considering teaching and are seekingscience education experiences to make an informed decisionabout entering the teaching profession. Internships for NoyceScholars are intended to serve retention and professional developmentfunctions. Internships are available though InformalScience Institutions in Chicago, particularly the Adler Planetarium,the Field Museum, and the Museum of Science and Industry,as well as with science education research faculty at CSU andthe community ecological activist group, Southeast EnvironmentalTask Force.The internship program for pre‐service professional developmentof Noyce Scholars was created for the following reasons:(a.) to mitigate the need of Scholars to have outside jobs whichdetract rather than contribute to their professional education,(b.) to provide diverse experiences in science education and introducestudents to the vast ISI resources available, and (c.) tofurther encourage a “sense of place” to develop not just scienceteachers, but Chicago science teachers who are attached to thechallenges and affordances of science education in the city. Twoyears of the internship program have highlighted successes anddifficulties associated with the management of a multi‐site internshipprogram. Scholars cite that the internships have broadenedtheir understanding of science education in the city, butthat logistical challenges compromise some of the educationalbenefits of the program. Implications and recommendations willbe discussed.37Title: Claremont Colleges Collaborative for Math and ScienceEducation: Measures of SuccessNSF Noyce Award Number: 0532064Principal Investigator: David DrewEmail: Lisa.Loop@cgu.eduInstitution: Claremont Graduate UniversityCo‐PI(s): Darryl YongPresenter(s): Lisa S. Loop, Claremont Graduate University,lisa.loop@cgu.eduThe Claremont Colleges Noyce Collaborative has constructed alongitudinal database of application characteristics, programperformance measures, and career success indicators to isolatekey variables that impact teacher quality and retention. Sevenyears of data will be analyzed and findings presented.38Title: Robert Noyce Mathematics Scholars Program for Teachers(MSPT)NSF Noyce Award Number: 0630339Principal Investigator: Bettye M. ClarkEmail: bclark@cau.eduInstitution: Clark Atlanta UniversityCo‐PI(s): Alexander Fluellen and John KingPresenter(s): Bettye M. Clark, Clark Atlanta University,bclark@cau.eduURL: www.robertnoycemspt.cau.eduThe Clark Atlanta University Mathematics Scholars Program forTeachers (MSPT) awarded in January 2007 is a Phase I project incollaboration with Atlanta Public Schools and Fulton CountySchools. The MSPT provides scholarships to Senior STEM majors(Track I) and STEM Professionals (Track II) to complete the Masterof Arts in Teaching (MAT) Degree Program for SecondaryTeacher Certification in Mathematics. The MAT Degree allowsSTEM majors to enter the teaching profession at a higher payscale than the traditional BA or alternative teacher preparationprograms.This Project addresses the critical need to increase the numberof “New Era” teachers, especially minorities, with strong mathematicscontent knowledge and effective classroom managementand pedagogical skills for diverse populations in high needschools. The integration of research and technology is a commontheme of the MAT program. The MSPT will implement a followupstrategy to provide assistance and support to beginningA152012 NSF Robert Noyce Teacher Scholarship Program Conference


PI POSTER ABSTRACTSteachers in collaboration with the partnering schools. The projectis guided by an advisory board charged to assist in the assessmentof the effectiveness of the MAT program in recruitingand preparing teachers for high need school districts. This posterpresentation addresses the mission of the Project, various aspectsof the recruitment process (including the application, brochure,flyers, and “Meet and Greet” sessions), the MAT programof study, and the list of Scholars in the program.39Title: TigersTeach Noyce Scholarship InitiativeNSF Noyce Award Number: 1136293Principal Investigator: Michael J. PadillaEmail: haltiwa@clemson.eduInstitution: Clemson UniversityCo‐PI(s): Melanie Cooper, Michelle Cook, Megan Che, Lisa Benson,and Gautam BhattacharyyaPresenter(s): Leigh Haltiwanger, Program Coordinator, ClemsonUniversity, haltiwa@clemson.eduThe TigersTeach Noyce Scholarship Initiative partners Clemson’sEugene T. Moore School of Education, College of Engineeringand Science, and College of Agriculture Forestry, and Life Sciencesand school districts in South Carolina. The Initiative aimsto recruit students presently majoring in engineering, the sciences,and mathematics (STEM) at Clemson and/or recentgraduates with these degrees to become secondary science andmathematics teachers. Students in their first or second year of ascience, mathematics or engineering degree program will enteralready existing dual major STEM education programs and receivea scholarship during their junior and senior years. Studentsin their junior or senior year will finish their STEM degree and beadmitted to the Master of Arts in Teaching (MAT ) in secondaryscience and mathematics program. They will receive their Noycescholarship during their senior undergraduate year and a Noycestipend for the MAT program year.In addition to didactic experiences, the TigersTeach Noyce ScholarshipInitiative will provide co‐curricular support mechanisms tocreate a vibrant learning community consisting of scholars,teachers in partner districts, as well as professors in STEM disciplines.Paid internships will provide relevant experience to studentswho are considering applying to the program, but havenot yet fully committed to teaching as a career, and ImmersionActivities are planned for TigersTeach Noyce Scholars.40Title: Computational Modeling: Phase‐I: Internships andScholarships to Promote Technological Pedagogical ContentKnowledgeNSF Noyce Award Number: 1136332Principal Investigator: Osman YasarEmail: pverones@brockport.eduInstitution: College at BrockportCo‐PI(s): Jose Maliekal and Peter VeronesiPresenter(s): Peter Veronesi, Co‐PI, Associate Professor, ScienceEducation, The College at Brockport,pverones@brockport.eduMuch has been learned about effective uses of technology todeepen teachers’ pedagogical content knowledge. Today, K‐12organizations promote simulations and interdisciplinary problemsolving as part of scientific inquiry. Furthermore, computationalthinking is now being considered as a fundamental skill that isneeded by all students, not just computer science majors. Weare now charged with the education of a new cadre of scienceteachers to prepare tomorrow’s generation.Our project at The College at Brockport will use resources andcomputational math, science, and technology (C‐MST) courses,developed under previous NSF grants, to improve teacher preparationprograms at the College. The recent formulation by theeducational community of a conceptual framework, namelytechnological pedagogical content knowledge (TPCK) has nowput both science educators and computational scientists on thesame path to utilize an interdisciplinary approach to STEM andscience teacher education. There has been measurable successin recent years with software tools that hide the inner workingsof a simulation and lessen the need for prerequisite knowledge,yet there still exist major limitations on how to integrate computationalpedagogical content knowledge into teacher preparationprograms and the K‐12 curriculum.Education and STEM faculties from physics, chemistry, earthsciences, biology, and computational sciences will carry out thisproject. Strong content knowledge (via a STEM degree), extensivefield experience (150 hours), student teaching, dual certification(science and special education), computational pedagogycourses, monetary support, and a capstone summer institute willbe included in a set of coherent strategies to attract, prepare,and retain STEM majors for teaching careers. STEM students willwork along side science teacher candidates and experiencedteachers to develop, test, and demonstrate science modelingexamples and lesson plans for K‐12 classrooms.Within 4 years, it is expected the project will produce more than40 science teachers and touch thousands of K‐12 students. Thecurriculum framework and learning modules will be shared withnational STEM digital library collections contributing to computationalSTEM programs nationwide. The project will disseminateits findings and resources through articles, conference papers,and project’s website.2012 NSF Robert Noyce Teacher Scholarship Program ConferenceA16


PI POSTER ABSTRACTS41Title: Teacher Honors Education Academy at College of StatenIslandNSF Noyce Award Number: 0934533Principal Investigator: Jane CoffeeEmail: irina.lyublinskaya@csi.cuny.eduInstitution: College of Staten IslandCo‐PI(s): Irina Lyublinskaya, Susan SullivanPresenter(s): Irina Lyublinskaya, College of Staten Island,irina.lyublinskaya@csi.cuny.eduThe first cohort of 3 Scholars at the College of Staten Islandcompleted their junior year with an overall average GPA of 3.4and 100% retention. The first cohort of Noyce Teacher AcademyScholars has an average GPA of 3.4 at the end of their first semesterand second semester in the program and an averageGPA of 3.5 at the end of their third semester. Their responseson the Scholar evaluation survey have provided valuable insightinto the host school experience. Cohort 2 of the Robert NoyceAcademyjoined the program in the summer of 2011. The overallGPA of cohort 2 is 3.6. 5 math majors, 2 biology majors, and 1chemistry major were accepted into cohort 2. Although we willnot formally accept students into the third cohort of the NoyceTeacher Academy until grades are available from the currentspring 2012 semester, it appears that 6 of the originally projected8 openings for 2 year Noyce Scholarships for fall 2012 arefilled. June 1, 2012 is the deadline for applications for fall 2012.Students are very reluctant to consider the 3 year Noyce Scholarshipsbecause of the current freeze and the 6 year commitmentto teach.On February 22, 2012, the Alfred Harcourt Foundation awardedthe Teacher Education Honors Academy scholarship funding of$7,000 for 3 students in their sophomore year. This funding willbe renewed through August 2015 for 3 cohorts of HarcourtScholars. This award will create a pipeline for students who willenter the Noyce Teacher Academy in their junior year in 2013.The Harcourt Foundation also supported 2 students to intern atthe Tomas de Berlanga School in Santa Cruz, Galapagos, Ecuadorin December 11‐January 2012. Both students are Noyce Scholarsin cohort 2. They spent a month teaching math and science in abilingual program.On May 4, 2011, the Teacher Education Honors Academy held its5th Annual Conference, Continuing to Build the Bridge from MiddleSchool to High School to College. In July 2011, a Co‐PI attendedthe Noyce Conference in Washington, DC. On September15, 2011, the PI made a presentation on the Robert NoyceTeacher Academy at the first Fall 2011 event of the NSF undergraduateSTEAM (Science, Technology, Education, Applied Math)program. On October 13‐15, 2011, a Co‐PI and 2 Noyce Scholars,a chemistry major and a biology major, attended the NortheastNoyce Conference in Philadelphia where the Co‐PI conducted aworkshop. On November 10, 2011, a Co‐PI presented a workshopon Smart Board Technology for Teacher Education HonorsAcademy students that included the Noyce Teacher AcademyScholars.42Title: Noyce Scholars Program at the College of William andMary: Progress and Next StepsNSF Noyce Award Number: 0833330Principal Investigator: Paul D. HeidemanEmail: pdheid@wm.eduInstitution: College of William and MaryCo‐PI(s): Juanita Jo Matkins, Margie Mason, Heather Macdonald,and Virginia McLaughlinPresenter(s): Paul D. Heideman, College of William and Mary,pdheid@wm.eduThe College of William and Mary (W&M) has completed threeyears of a Phase I Noyce Scholars Program to produce 39 newscience and mathematics teachers. Awards have been made to28 Scholars (Years 1‐3), and 8 new Scholars are entering for Year4. Scholars have been in biology (30%), mathematics (25%),earth sciences (15%), chemistry (20%), and physics (10%), withthree‐fourths at the graduate level and one‐fourth at the undergraduatelevel. Our Program includes (a) two special one‐creditacademic courses for Scholars (“How Students Learn” and aPracticum focused on high‐need settings), (b) science andmathematics summer internship opportunities for research,curriculum, and professional development for scholars; and (c)follow‐up mentoring and support for graduates. Recruitment ofstudents into STEM teaching at our institution has nearly tripledduring our Noyce project thus far, and visibility of STEM teachingcareers has increased dramatically.Important contributors for success of our program have beenstrong support from faculty in the sciences and mathematics forrecruitment of academically‐strong students, a designated recruiterand collaboration with the Career Center on campus, anew fifth‐year program for science and mathematics majors inour School of Education, and a active management team withgood interactions between faculty in the School of Educationand science and mathematics departments.Important challenges in our project have been (a) methods toselect Scholars who have strong potential to be successful asteachers in high‐need settings, (b) provision of useful experiencesin high‐need schools, and (c) retention of Scholars inteaching. Current procedures in our program will be presentedand changes to address problems that arose will be discussed.A172012 NSF Robert Noyce Teacher Scholarship Program Conference


PI POSTER ABSTRACTS43Title: Summer Camps for High School Students as a Recruitmentand Training Program for Future NOYCE ScholarsNSF Noyce Award Number: 1035298Principal Investigator: Donna CoonerEmail: thomas.siller@colostate.eduInstitution: Colorado State UniversityCo‐PI(s): Paul A Kennedy, Janice L Nerger, Thomas J Siller, andCerissa StevensonPresenter(s): Tom Siller, Colorado State University, thomas.siller@colostate.eduRachelle Gard, Colorado State Univeristy, NOYCE Scholar,rmgard@rams.colostate.eduThe Colorado State University (CSU) NOYCE scholarship programpartnered with existing STEM summer camps to recruit potentialscholars. Additionally, initial training of these future teacherswas incorporated to prepare the students to better serve thestudent populations in high‐need schools.CSU has run a series of three one‐week residential STEM campsfor over 5 years. These camps are focused on bringing studentsfrom high‐need schools in the state to a university campus for aweek of exposure to STEM content through a partnership withthe CSU Alliance Partnership program. The Alliance Partnershipworks with ten high‐need schools to: unite students, families,high school personnel, and the CSU community in a commongoal: to envision education beyond high school and send agreater number of Colorado students to college. By working together,we can elevate the expectation of students and theirfamilies regarding the importance, access and attainability ofhigher education.These summer camps use potential NOYCE scholars who arerecruited from our pre‐service teacher programs to act asteacher/mentors. These teachers/mentors gain experience bothin teaching STEM content and working with students fromschools that can serve as their teacher placements to meet theirfuture NOYCE in‐service responsibilities. This has been an effectiveprogram to recruit an excellent pool of students to the project.The final component of this program has been the addition of atraining program titled: Culture of Care, which can be defined ascombining the ideas of:1.) Authentic caring, where future educatorscare for their students, particularly ethnically diverse students,as culturally located individuals, with an emphasis on reciprocalrelationships and interactions between these studentsand their teachers, and2.) Aesthetic caring, where these educatorscare for the learning of these students, based on a commitmentto ideas and practices that purportedly lead to improvedminority student achievement.Mentors at the 2011 CSU STEM camps used the Culture of Care.Of particular interest for this presentation were the relationshipsand interactions these mentors developed with ethnically diversehigh school and middle school students attending thecamps (60% of participants). The majority of these students(61%) self identified as Hispanic and attended rural and urbanmiddle and high schools throughout the state .44Title: CRAFT‐STEM: A Brand New Program for Recruiting andPreparing Future STEM TeachersNSF Noyce Award Number: 1136356Principal Investigator: Tim HowardEmail: thoward@ColumbusState.eduInstitution: Columbus State UniversityCo‐PI(s): Debbie Gober, Cindy Henning, and Kim ShawPresenter(s): Tim Howard, Columbus State University,Tim.Howard@ColumbusState.eduThrough the Columbus Region Academy of Future Teachers ofSTEM (CRAFT‐STEM), a Phase I Noyce Program, investigators atColumbus State University (CSU) combine internships and scholarships,an exciting summer STEM Honors Camp, a new TeachingConnections Seminar, and an impressive array of existing resourcesto recruit, prepare, and graduate an increasing numberof STEM teachers committed to serving high need high schools.Key project elements include:1. Summer Internships for freshmen and sophomores.These paid experiences provide a two‐pronged recruitmenttool. First, they expose talented students toSTEMat the university level. Since somestudents will startcollege in non‐STEM fields, engagement in stimulatingSTEM experiences will entice some to change to a STEMmajor. Second, service learning encounters during theinternship are designed to interest students in the teachingprofession.2. Summer STEM Honors Camp. Thisfunctions both as arecruiting tool to interest students in STEM fields and as aspark to ignite interest in teaching. Rising high schooljuniors and seniors, university freshmen and sophomores,and university personnel assemble for a two‐week campto engage in exciting hands‐on activities that nurture anddevelop interest in STEM areas, and learn about connectionsbetween classroom lessons, real world applications,and potential STEM related careers. The camp’s culminatingexperience includes a student colloquium in whichparticipants teach others about their own inquiries. Thiscamp builds on a historically successful Future TeachersAcademy hosted by CSU.3. Scholarships for pre‐service teachers. It is anticipatedthat the described recruiting mechanisms will heightenenthusiasm for the teaching profession. Students willthen be enticed to commit to a teaching career via Noycefundedscholarships. Eligible students include juniors andseniors in STEM‐related secondary education fields and2012 NSF Robert Noyce Teacher Scholarship Program ConferenceA18


PI POSTER ABSTRACTSpost‐baccalaureate students seeking teaching certificationin a STEM area.4. Teaching Connections Seminar. Working in concert withthe Mathematics and Science Teaching Council , the ColumbusRegional Mathematics Collaborative, and bothdiscipline‐based and teaching‐based student organizations,investigators will develop a Teaching ConnectionsSeminar. Through the seminar, pre‐service teachers exploreconnections between coursework in their major andhigh school topics they expect to teach. The best Connectionspresentations will result in invitations to present ata future STEM Honors Camp.45Title: Dowling College Robert Noyce Scholarship ProgramPhase IINSF Noyce Award Number: 0934814Principal Investigator: Lori ZaikowskiEmail: perria@dowling.eduInstitution: Dowling CollegeCo‐PI(s): Kevin McDonnell and Lou SiegalPresenter(s): Arthur W. Perri, Jr., Dowling College, perria@dowling.eduThe Noyce Phase II Program at Dowling College provides fundingfor six juniors and seniors and 12 career‐changers to obtainmathematics and/or science teacher certifications and additionalprofessional development. Every scholar is paired with both aPrincipal Investigator as faculty mentor, who directs academicand personal interventions and advises students in selectingprofessional development, and a Phase I scholar who also providesmentoring and career‐planning advice. Post‐graduate activitiesinclude an annual four‐session Noyce Seminar course,guest speakers, and workshops. Continuing professional developmentis at the heart of the program, and a fund providesmoney for all scholars to engage in a variety of valuable experiences.The high standards for Noyce scholars in content and pedagogy,as well as continued professional development and support,enables them to have a major impact on the quality of K‐12 scienceand mathematics instruction. The importance of integratingresearch and education is addressed by providing opportunitiesfor scholars to gain research experience and serve as mentorsto high school students conducting research. New initiativesin the Phase II project include the Noyce Summer ProfessionalDevelopment Workshops, the Noyce Summer Research Institute,and the Noyce Science and Math Academy for high school students.Each year the PIs and scholars organize a Noyce HighSchool Science and Math Symposium. Students present theirresearch at a poster contest and attend math and science workshopsled by experts in their fields.The 2012 Symposium was held on March 23 and was attendedby approximately 300 high school students, teachers, andjudges. Feedback provided by the teachers and students hasbeen very positive.46Title: Drexel University Robert Noyce ProgramNSF Noyce Award Number: 0934809Principal Investigator: Sheila R. VaidyaEmail: vaidyasr@drexel.eduInstitution: Drexel UniversityCo‐PI(s): Donald McEachron and Patricia HenryPresenter(s): Sheila R. Vaidya and Donald McEachronThe poster will present the program developments of the DrexelUniversity Noyce Scholarship program in Phase II. We will presentprogram highlights, recruitment efforts, teacher retentionof Phase I teachers, and our efforts at supporting teachers andmotivating them in high needs classroom. We have providedteachers with professional development opportunities and continueto support them with mentoring and the opportunity todevelop their content and pedagogical content knowledge aswell as practices for students in high need schools.47Title: East Central University (ECU) Robert Noyce TeacherScholarship Program (Phase‐I)NSF Noyce Award Number: 0934030Principal Investigator: Robert FerdinandEmail: rferdand@ecok.eduInstitution: East Central UniversityCo‐PI(s): Heather Hannah, John Bedford, Linda Braddy (formerCo‐PI), and Janet Wansick (former CO‐PI)Presenter(s): Robert Ferdinand, East Central University, rferdand@ecok.eduThe Phase‐I East Central University (ECU) Robert Noyce TeacherScholarship Program provides $10,000 scholarships a year tostudents in the Mathematics Teacher Certification Degree Option.The scholarships can be renewed for up to a period of 3years, resulting in a total of $30,000 scholarship money, for atotal of 24 students. Each Noyce scholar commits to teach secondarylevel mathematics for two years, for each year of scholarshipmoney received. This teaching has to be in a high‐needschool. Each Noyce scholar is required to work on one undergraduateresearch project with an ECU math faculty each year oftheir pre‐service commitment and present their results at a conference.Noyce budget funds are used to cover travel of Noycescholars and mentoring faculty to these conferences.A192012 NSF Robert Noyce Teacher Scholarship Program Conference


PI POSTER ABSTRACTS48Title: Eastern Washington University's Robert Noyce ScholarshipProgramNSF Noyce Award Number: 1035510Principal Investigator: Keith AdolphsonEmail: kpyatt@ewu.eduInstitution: Eastern Washington UniversityEastern Washington UniversityCo‐PI(s): Kevin Pyatt, Heather McKean, Barbara Alvin, and PeggyO’ConnellPresenter(s): Kevin Pyatt, Eastern Washington UniversityEastern Washington University’s Robert Noyce Program is a multiyearproject to increase the recruitment, placement and retentionof highly qualified math and science teachers. This programis designed to also build the capacity of EWU to train and graduatehighly effective math and science teachers. This will be donewith increased collaboration among the Mathematics, Science,and Education Departments to more effectively prepare STEMteachers. Our first project year (2010‐2011) was geared towardsplanning. Year two (2011‐2012) was our first year with scholars.Nine were funded for the 2011‐2012 year. These scholars arefrom historically underrepresented groups. All were successful intheir placements and teacher‐prep coursework. Their field experienceshappen early in their program, where they are mentoredby master STEM teachers and faculty. The master teacherswill serve as their mentors for their student teaching experiences.The customized placement of our candidates is a majorstrength of this program. All but one of our first year scholarswill be funded for year two. We expect to also fund approximately6‐8 new first year scholars for 2012‐2013.49Title: Elizabeth City State University Noyce Scholars Program‐Year 2NSF Noyce Award Number: 1035454Principal Investigator: Farrah ChandlerEmail: fjchandler@mail.ecsu.eduInstitution: Elizabeth City State UniversityCo‐PI(s): Adetayo AdedejiPresenter(s): Farrah Chandler, Elizabeth City State University,fjchandler@mail.ecsu.eduThe first cohort of Noyce Scholars began during the 2011‐2012academic year and consisted of a junior specializing in secondarybiology education, a junior specializing in chemistry, and fourscholars seeking licensure in secondary mathematics, one senior,one junior, one post baccalaureate, and one “career changer”.ECSUs first Noyce Scholar will graduate on May 5, 2012 and twoadditional scholars are scheduled to receive their license in December.During the 2011‐2012 academic year three of the six NoyceScholars participated in the Preparation of Highly‐qualified AdvancedSTEM Educators (PHASE) Program which included sessionson effective uses of technology in teaching, developing andteaching hands‐on and inquiry based lessons, and research inSTEM education. All three Scholars presented their researchduring the School of Mathematics, Science, and Technology’sAnnual Research Week. Research Week also provided an opportunityfor Scholars to interact with potential scholars duringvarious panel sessions and an invitation only reception. In addition,an ECSU graduate and current mathematics educator presenteda talk entitled ”Becoming a STEM Educator in the 21stCentury,” which was well received by students.ECSU continues to employ a multi‐pronged approach to recruitingScholars during the second year of the program. Recruitmentefforts have included participation in the annual TeacherRecruitment Fair, booths during the homecoming football game,presentations to mathematics and science classes, and announcementsduring majors’ meetings and faculty institutes. Inaddition, meetings with three local community colleges and aninitial draft of a 2+2 partnership in secondary STEM educationhas been developed. Applications for the second cohort ofScholars are currently being reviewed by the Advisory Board.This June, potential Scholars majoring in mathematics and sciencewill participate in a three‐week internship program for middleschool students. The summer program is designed to providemeaningful experiences for STEM undergraduates in anattempt to spark their interest in STEM education thereby increasingthe pool of Scholars. This year marks the second yearof the Summer Internship Program which has proven to be asuccessful avenue for recruiting Scholars. To date, two Scholarshave participated in the summer program, one as a freshmanand one as a sophomore, and ECSU anticipates that this summerwill be equally impactful for potential scholars.50Title: Elon Noyce Scholars ProgramNSF Noyce Award Number: 1136399Principal Investigator: Jeffrey CarpenterEmail: jcarpenter13@elon.eduInstitution: Elon UniversityCo‐PI(s): Janice Richardson and Tony CriderPresenter(s): Jeffrey Carpenter, Elon University, jcarpenter13@elon.eduThe Elon University Phase I Noyce Program will recruit, prepare,and support during induction 18 secondary‐level Mathematics,Biology, Chemistry, and Physics teachers. As a part of our recruitmentstrategy, we arrange paid, education‐related internshipsfor 50 first‐ or second‐year students who express interest inSTEM disciplines. Internships will provide experiences thatstrengthen participants’ STEM expertise and foster interest ineducation; the intention is that many interns will later apply forNoyce scholarships.2012 NSF Robert Noyce Teacher Scholarship Program ConferenceA20


PI POSTER ABSTRACTSThe internships include a variety of settings and experiences.Some interns will serve as teaching assistants for programs offeredby the Elon Academy, a college‐access program for localstudents with financial need and/or no family history of college.Other interns will serve as teaching assistants for summer introductorymathematics and science classes at Alamance CommunityCollege, and some will be placed in summer STEM programsrun by the local, high‐need Alamance Burlington School System.These three internships provide valuable experience workingwith students who attend schools in high‐need districts. Becausemany of our students are from out‐of‐state, interns also havethe option to arrange internships near their hometown. Thissummer, one intern will work with the Jump Start Math programrun by Delaware County Community College, and anotherwill support educational programming at the Brookside NatureCenter in Wheaton, MD. To enhance the quality of the internshipexperience, a $180 stipend is provided to a STEM educationmentor at each internship site.Two‐year scholarships encourage talented STEM majors to completea Teacher Education program to earn licensure (grades 9‐12) in addition to their Bachelor’s degree in Mathematics or oneof the Sciences. Three cohorts (approximately 6 students peryear) receive a $21,900 scholarship during both their junior andsenior years. They will benefit from Elon’s close relationship withthe Alamance‐Burlington School System; field experiences in itshigh‐need high schools will prepare them to fulfill their teachingobligations. Their program is supplemented with special experiences,including documented extra mentoring by university andsecondary‐school educators. Finally, our Scholars will be requiredto teach for four years in a high‐need school district. Duringtheir induction into the teaching profession, they will receiveface‐to‐face and virtual mentoring from secondary‐school andElon faculty, and financial support for professional developmentactivities and purchase of classroom materials.51Title: Fayetteville State University's Preparing Future Educatorsfor Placement in K‐12 Mathematics and Science Classrooms(PrEP) ProgramNSF Noyce Award Number: 1136394Principal Investigator: Shelton FordEmail: sford2@uncfsu.eduInstitution: Fayetteville State UniversityCo‐PI(s): Erin White, Kimberly Smith‐Burton, and Perry GillespiePresenter(s): Shelton Ford, Fayetteville State University,sford2@uncfsu.eduFayetteville State University's (FSU) 'Preparing Future Educatorsfor Placement in K‐12 Mathematics and Science Classrooms'(PrEP) Noyce Scholarship Program is organized into threecomponents: The Internship program, The Scholars Program,and the Fellows Program. The Internship Program encouragesundergraduate freshman and sophomore STEM majors to considerteaching by participating in the university’s STEM learningcommunity. Internships for the freshmen and sophomores areprovided to assist with semester and summer teaching activitiesboth at FSU and at partner community colleges.The Scholars Program consists of Juniors and Seniors doublemajoring in a STEM field and education, who are scholarshiprecipients. The Scholars participate in workshops grounded inthe TPACK (Technological, Pedagogical, and Content Knowledge)framework. To assist new teachers in the first two years of asactive teachers in high‐need school districts, the Fellows Programinvolves ongoing mentoring and continuing professionaldevelopment that maintains the professional learning networkdeveloped during the scholarship training. From attracting youngstudents to the teaching profession, through teacher training, tosupport of new mature professionals, this comprehensive programprovides 66 new STEM teachers to a region in great needof STEM educators. FSU (PrEP) Noyce Scholarship Program involvescollaboration among the Departments of Mathematicsand Computer Science, Chemistry and Physics, Natural Sciences,the School of Education, and the Mathematics and Science EducationCenter to provide scholarships to future teachers. Candidatesfor these scholarships are undergraduates majoring in oneof the sciences or mathematics at FSU and professionals withscience degrees who are returning to school to become qualifiedas secondary school teachers of their disciplines. As a HistoricallyBlack College or University, FSU serves large numbers ofunderrepresented minority students. The Noyce Scholars amongthem, 66 all told, will be leaders and role models for the studentsthey teach.52Title: Learning To Teach for Equity in Science and MathematicsClassrooms: The Florida State University Noyce ScholarshipProgramNSF Noyce Award Number: 0934702Principal Investigator: Joseph TravisEmail: kr04@fsu.eduInstitution: Florida State UniversityCo‐PI(s): D. Ellen Granger, Sherry Southerland, Kathleen Clark,and Victor D. SampsonPresenter(s): Karen Rose, Florida State University, kr04@fsu.eduThe primary goals of Florida State University (FSU) Noyce programare to: 1. Increase the number of students interested inteaching secondary science or mathematics in high needs classrooms;and to2. Prepare Noyce Scholars to be effective teachersin high needs classrooms.While the broader teacher education program, FSU‐Teach doesaddress learning to teach in high‐needs settings, the NoyceScholarship recipients have a particular focus in this regard‐‐tobest prepare them for successful work in similar schools aftergraduation. Throughout their teacher preparation these stu‐A212012 NSF Robert Noyce Teacher Scholarship Program Conference


PI POSTER ABSTRACTSdents get the kind of placements through their educationcoursework that allow the teacher candidates experience teachingscience or mathematics to low income students, English languagelearners and/or students of color; ensuring that theteacher candidates make sense of these experiences.As of spring 2012, two of the Noyce graduates were in full‐timeteaching. Information on Noyce Scholars’ preparation was gatheredvia the survey as well as an interview with program graduates,current students, program personnel, and mentor teachers.According to the supervising teachers of the Noyce Scholars,apprentices are highly skilled, given their stage of teacher preparation,and are getting a lot of support through FSU and theirmentors. When asked, “Compared to other students (nonNoyce), how well prepared are you to teach in a high needsclassroom?”, 23% of students said, “much more prepared,” 62%said, “more prepared,” and 15% (two individuals) said, “they hadthe same level of preparation.”Their comments included:• I have received information that the non‐Noyce scholarshaven't received.• Only because of my current teaching status with a highneeds school do I feel that I will be more prepared.• With all the discussions, I feel more open to talk about thehard times. I know how to voice my concerns to otherteachers to let it be known I am trying and I care about thestudents, but have little knowledge on x,y,z. I also knowwho I can ask, now teaching, about more questions.• I have never worked as hard as I worked for the 16 weeks Iwas in the classroom. I think I fully benefited from my apprenticeteaching.Results above provide preliminary evidence that students in theNoyce Scholars program are being adequately prepared to takeon the challenges associated with high needs classrooms.53Title: Shifts in Pedagogy for Noyce Scholars as a Result of AssistingPre‐service Elementary & Middle School Teachers inMathematics Performance AssessmentsNSF Noyce Award Number: 0833265Principal Investigator: Jim LoBueEmail: mcawthor@georgiasouthern.eduInstitution: Georgia Southern UniversityCo‐PI(s): Michelle Cawthorn, Joy Darley, Marlynn Griffin, andBrian KoehlerPresenter(s): Michelle Cawthorn, Georgia Southern University,mcawthor@georgiasouthern.eduOne topic that proves to be problematic for many students is theconceptual understanding of integers and fractions. Since ourNoyce scholars with mathematics degrees will be teaching algebra,it is important that they are fluent in the arithmetic to algebraconnection. In addition, it is crucial that these mathematicsmajors become stakeholders in mathematics education at theelementary school level. At Georgia Southern University, elementaryand middle school teachers participate in mathematicsperformance assessments in Joy Darley’s mathematics contentcourses. In these performance assessments, the pre‐serviceteachers are required to connect concrete models with standardalgorithms, and mustexplain these connections.In Fall 2011, three Scholars (mathematics majors) completed apre‐test where they were given eight problems (operations withintegers and fractions) with the following instructions: Brieflydescribe how you would teach each of the following concepts tostudents learning the concept for the first time. Include all visualrepresentations, along with any methods you would use. Aftercompleting the pre‐test, Darley met individually with each of thethree Scholars and reviewed learning materials related to thegiven topics so that the students would be prepared to assistwith the performance assessments by helping and evaluating thepre‐service teachers. The next day, each Scholar helped facilitateone forty‐five minute performance assessment, and thencompleted a post‐test. Preliminary results from the comparisonof pre‐ and post‐test answers reveal major shifts in students’perception of pedagogical methods and future in‐practice applications.54Title: Robert Noyce Urban Mathematics Educator ProgramPhase IINSF Noyce Award Number: 1136303Principal Investigator: Christine D. ThomasEmail: Cthomas11@gsu.eduInstitution: Georgia State UniversityCo‐PI(s): Pier A. Junor Clarke, Draga Vidakovic, and Janice FournillierPresenter(s): Christine D. Thomas, Georgia State University,cthomas11@gsu.eduMarcellin Mutuyimana, Sutton Middle School, Mmutuyimana@atlanta.k12.ga.usRabia Shahbaz, Meadow Creek High School, rabia677@gmail.comKaren Tatum, Douglass High SchoolThe Robert Noyce Urban Mathematics Educator Program(UMEP) Phase II is designed to monitor and evaluate the effectivenessof the UMEP that began as a Phase I Noyce program forcareer changers seeking teaching positions in secondary mathematics.The UMEP began with a plan to promote retention of thescholars during the induction years and subsequently developedand executed a retention plan to support scholars in urban highneed schools beyond the induction years. The leadership teamhas worked closely with the scholars in monitoring their progress2012 NSF Robert Noyce Teacher Scholarship Program ConferenceA22


PI POSTER ABSTRACTSin the degree program, offering seminars to support further developmentfor working in high need schools, and providing ongoingprofessional development to support them as teachers. All ofthe initiatives have focused on the development and retentionof high‐quality teachers. The project’s goal was to place 40teachers in high needs schools over the duration of the project,averaging placement of 10 teachers per year. Thirty‐five scholarscompleted the degree program; 33 of these scholars are currentlyteaching in high needs schools giving the project an overall82.5% success rate.In August 2010, the last cohort of teachers entered into teachingin high needs schools. The overall retention rate for the UMEPScholars is 94% for those entering into teaching in high needschools upon completion of the degree program. The UMEPoperates as an active online Professional Learning Communitycomposed of the Scholars, the Leadership team, and UMEPNoyce Scholars who have evolved as teacher leaders. In Phase II,we have extended and expanded our ongoing research on theonline learning community as well as continued the research andevaluation on the effectiveness of the degree program, selectionprocess, preparation, placement and retention of the Scholars.The UMEP has become prominent for the retention of exemplaryteachers in high need schools.55Title: Facing the Recruitment Challenges: Facebook for RecruitmentNSF Noyce Award Number: 0934795Principal Investigator: Gwen BensonEmail: kadir@gsu.eduInstitution: Georgia State UniversityCo‐PI(s): Kadir Demir, Lisa Martin‐Hansen, Anton Puviraja andJennifer LeavyPresenter(s): Kadir Demir, Georgia State University,kadir@gsu.eduLisa Martin‐Hansen, Georgia State University, lmartinhansen@gsu.eduTugce Gul, Georgia State University, tgul1@student.gsu.eduAnton Puvirajah, Georgia State University, apuvirajah@gsu.eduAt Georgia State University, the Impact on Metro Atlanta ScienceTeaching Program (IMAST) began the process of recruitingsecondary science teachers from two primary institutions ‐ GeorgiaState University and Georgia Institute of Technology as wellas graduates who are in current STEM professions. The potentialcandidates reside in a potential pool of STEM majors and careersincluding, but not limited to engineering, physics, biological sciencefields, chemistry and astronomy. When focusing on currentundergraduates, we concentrated our efforts on collegejuniors and seniors as they have a greater potential for enteringa teaching profession immediately from those fields.In the first two years of recruitment, we used several strategiesto locate and communicate with potential candidates(promoting through email and college websites, recruitmentfairs, and visits to both campus fairs and other career events).Recruitment has risen from three scholars in year two to ninescholars in year three. However, as we have the possibility offunding 11 scholarships each year, we wanted to expand therecruitment efforts to meet that goal. Now, in year three, ourteam has added additional recruitment strategies including paperflyers and emails sent directly to science professors, a localonline newspaper ad, visits to smaller nearby colleges, GSU’scollege campus radio and Facebook ads. In this proposal, we willoutline our successes and challenges and feature our explorationof Facebook ads as a recruitment tool.56Title: Hampton University Noyce Scholars Program for FutureBiology and Mathematics TeachersNSF Noyce Award Number: 0934715Principal Investigator: Carolyn B. MorganEmail: carolyn.morgan@hamptonu.eduInstitution: Hampton UniversityCo‐PI(s): Clair BerubePresenter(s): Carolyn Morgan, Hampton University, carolyn.morgan@hamptonu.eduClair Berube, Hampton University, clair.berube@hamptonu.eduHampton University (HU) has completed three years of a Phase INoyce Program for future biology and mathematics teachers.The HU program is designed to recruit and prepare talentedscience, technology, engineering, and mathematics (STEM) majorsand professionals to become mathematics and biologyteachers in high‐need school districts. This is a joint effort of theSchool of Science and the College of Education and ContinuingStudies. The Noyce Program provides scholarships, stipends, andacademic programs for undergraduate STEM majors and postbaccalaureatestudents holding STEM degrees who commit toteaching in the high‐need school districts. As an undergraduatebiology or mathematics major, a Noyce Teacher Scholar can receivescholarship funding during the junior year, senior year andone year of graduate study. Current scholarship funding willcover the cost of attendance which is approximately $28,000 peracademic year for an undergraduate student. In addition, a studentcan also receive a $2,700 stipend for participating in theinternship program in the summers between the freshman andsophomore and the sophomore and junior year.One of the strengths has been the summer internship programs.Our scholars have participated in some very interesting andrewarding summer internships. One scholar served as an educationalguide at the Richmond Science Museum, a premier centerfor hands‐on science education in Virginia. The scholar workedas a guide and assisted visitors and summer camp students withA232012 NSF Robert Noyce Teacher Scholarship Program Conference


PI POSTER ABSTRACTSthe interactive exhibits on health, energy, cutting edge technologyand natural science. Another scholar worked at the NASALangley LARSS Summer of Innovation (SoI) program. This programwas proposed by President Obama in an effort tostrengthen the future STEM workforce. The Scholar worked withNASA Office of Education specialists and educators at summercamps, youth organizations, charter schools and churches toengage the underrepresented and underserved Hampton Roadsmiddle school students in STEM activities. This poster will highlightsome of the summer internship program activities andsome of the educational research investigations which the scholarsare conducting. Additional information about recruitmentstrategies and student selection will also be shared.57Title: Learning Mathematical Reasoning by Using Robot VehiclesNSF Noyce Award Number: 0833134Principal Investigator: Jeanne WeilerEmail: drobb@hunter.cuny.eduInstitution: Hunter CollegeCo‐PI(s): Pamela Mills, William SweeneyPresenter: Dennis Robbins, Hunter College,drobb@hunter.cuny.eduWe describe an ongoing project to use educational robotics toimprove middle and high school students' understanding ofmathematical reasoning and to promote engagement in STEMfields. Hunter Noyce Scholars utilize LEGO Mindstorms robotvehicles with interfaced probes and an iconic programming tofoster more interest in various STEM topics such as computerprogramming, scientific methods, open‐ended problem solving,engineering principles, mathematical reasoning and other 21stCentury innovative processes. Using LEGO building parts andNXT computer hardware, robot vehicles are designed to use arange of sensors: touch, sound, light, accelerometer, gyroscopeand infrared. We have developed a series of lessons that usesrobots to advance students' understanding of fundamentalmathematical concepts. Our school curriculum uses various“challenges” that allow students to engage in problem solvingusing combinations of programming and engineering redesign.Each challenge progresses in its complexity using concepts andskills developed in previous challenges.The Hunter College Noyce Scholars Program provides scholarships,professional development, an educational robotics seminarand summer internships to 26 scholars. Two scholars arebiology majors, two are chemistry and 23 are mathematics majors,all enrolled in BA/MA programs that lead to professionalteacher certification in grades 7‐12. Recruitment through thesummer and fall 2012 with an emphasis on science majors isexpected to increase the number of Noyce Scholars to 40.In addition to receiving up to $5,000 a semester in scholarshipsupport each semester for two years, Scholars have the opportunityto engage in STEM‐education related research and experiencesguided by STEM‐education faculty. These include a roboticsclass where Scholars design math/physics lessons using thebuilding and operating of robots, a mandatory bimonthly professionaldevelopment series that focuses on pedagogical and technologycontent knowledge and career development. Scholarsengage in subject area tutoring provided by program science,math, and writing tutors in order to maintain a 3.0 gpa. Scholarsare also supported and encouraged to attend national and localconferences of their professional organizations.Planning and recruitment are underway to place Noyce Scholarsand Noyce Associates (freshmen and sophomores with an interestin teaching) in summer internships in New York City schoolsthis summer. We have a number of commitments from middleand high school summer school programs to place 25 Scholarsand up to 50 Associates. .To date, recruitment for the Noyce Scholars program has consistedof large banners set at strategic locations in the college,an advertisement that continually runs on the college’s flatscreen monitors, tabling and handing out information, leaflettingin front of key math and science courses, mass emails sent toundecided, mathematics and science majors, and approachingfaculty to identify students. Scholars have visited targeted Biologyand Chemistry classes to advertise the program. The Noyceprogram has a public Facebook page and website and a privategroup page for Scholars and staff. Our Scholars have been includedin SciMon (funded by the NSF I‐cubed award) that joinsall mathematics and science professional development and researchopportunities for Hunter College students under one umbrellato promote collaboration and broaden student participationin science programs.58Title: The Hunter Noyce Scholars ProgramNSF Noyce Award Number: 0833134Principal Investigator: Jeanne WeilerEmail: jweiler@hunter.cuny.eduInstitution: Hunter CollegeCo‐PI(s): Pamela Mills and William SweeneyPresenter(s): Jeanne Weiler59Title: Indiana Noyce Science Scholars: Teachers for a New DecadeNSF Noyce Award Number: 1035234Principal Investigator: Robert D. SherwoodEmail: rdsherwo@indiana.eduInstitution: Indiana University BloomingtonCo‐PI(s): Caty Pilachowski2012 NSF Robert Noyce Teacher Scholarship Program ConferenceA24


PI POSTER ABSTRACTSPresenter(s): Robert D. Sherwood, Indiana University Bloomington,rdsherwo@indiana.eduFaculty from the Indiana University Bloomington School of Educationand the College of Arts and Sciences have partnered withlocal school districts in the Indiana Noyce Science Scholars:Teachers for a New Decade project. Partner school corporationsinclude Bartholomew Consolidated Schools, Monroe CountyCommunity Schools, North Daviess Community Schools, NorthLawrence Community Schools and Paoli Community Schools; allin southern Indiana and considered “high‐needs”.The project offers three different avenues for students to pursueteacher licensure. The first is a joint BS/MS program where astudent can complete a BS in a science area in the College of Artsand Sciences and an MS in Secondary Education in the School ofEducation in five years. A second is the Secondary Transition toTeaching program where post‐baccalaureate students attend anintensive 11 month program that prepares them for teacherlicensure and provides them with 18 graduate credit hours. Thethird is Community of Teachers, which has a strong clinical emphasiswhere a student will work intensely with a classroomteacher over a minimum of three semesters along with takinggraduate coursework.The project activities have focused on recruitment of students toapply for the Noyce Scholarships as well as collecting studentand project data. They include:• Updating the website with information and online application.(http://education.indiana.edu/noyce).• Preparing flyers for distribution to science departments oncampus and mailed to all colleges/universities in the state.• Processing applications for the 2012‐2013 cohort of Scholars.• Educating the first cohort of 9 Noyce Scholars who willcomplete their programs in May 2012.• Collecting data on the characteristics of the first set ofScholars through both project personnel and the externalevaluator.Objectives for the next year include:• Increase communication with minority serving undergraduateinstitutions to increase minority scholars.• Continue communication with both internal and externalaudiences.• Recruit with a scholarship goal of 14 students.Continue to work with the first cohort of Scholars as theyenter their first year of teaching (2012‐13).60Title: The Teach Science Robert Noyce Scholarship and InternshipProgram at IUPUI: Getting Young Scientists into the ScienceTeacher PipelineNSF Noyce Award Number: 0733788Principal Investigator: Kathleen MarrsEmail: kmarrs@iupui.eduInstitution: IUPUICo‐PI(s): Kim Nguyen, Dwight Schuster, and Mariah Judd(Postdoctoral Fellow)Presenter(s): Kathleen A. Marrs, IUPUI, kmarrs@iupui.eduThe Robert Noyce Teach Science program at IUPUI seeks to encouragetalented science majors to become K‐12 teachers inhigh‐need Indiana schools, in particular to to prepare exemplarysecondary teachers in Life Science/Biology, Chemistry, EarthSpace Science, Physics, and Physical Science to serve diverselearner. Our poster will highlight two main activities: (1) TheNoyce Teach Science Summer Internship program where freshmenand sophomore IUPUI science students spend eight weekssharing their passion for science at places like The Children'sMuseum of Indianapolis and the Diabetes Youth FoundationCamp, while exploring their interest and passion for a scienceeducation career. Information will be presented on developmentof curriculum, assessment of programmatic goals, andinternship activities developed by the Noyce Interns. (2) A programoption that encourages undergraduates to complete acontent degree in 4 years and then complete an 18 credit hourpost‐baccalaureate certification through IUPUI's Transition toTeaching program. Noyce funding can provide up to three yearsof support (two years of undergraduate and one year of postbaccalaureatecertification), streamlining the completion of a BAor BS in Science and facilitating 18 hours of graduate courseworkrequired for teacher certification.61Title: Urban Educators: Robert Noyce Scholarship for Mathematicsand Science Teachers ‐Phase IINSF Noyce Award Number: 0531598Principal Investigator: Kim NguyenEmail: knguyen@iupui.eduInstitution: IUPUICo‐PI(s): Kathleen A. Marrs, Ph.D.in Biology, and Jeffrey X. Watt,Ph.D.in MathematicsPresenter(s): Kim Nguyen, EdD, Indiana University‐Purdue UniversityIndianapolis, knguyen@iupui.eduNoyce II Scholars at IUPUI are enrolled in the Transition toTeaching (T2T) program for STEM professionals. The scholarscomplete 18 graduate credits or one half of the MS requirementsand two‐semester field experiences for teacher licensuresin the sciences or mathematics at secondary level (grades 6‐12)in one calendar year. The T2T program builds on the establishedpartnership between two schools: Science & Education in part‐A252012 NSF Robert Noyce Teacher Scholarship Program Conference


PI POSTER ABSTRACTSnership with high‐need school districts in Marion County, includingIndianapolis Public Schools (IPS) The first Noyce Program hassuccessfully prepared 34 highly‐qualified science and mathteachers for the urban high‐need classrooms in Indiana since2007.Noyce Phase II has three objectives: (1) continue to increase thenumber of secondary science and mathematics teachers ‐ 10teachers each year, with an emphasis on the recruitment of individualsfrom ethnic minorities, (2) enhance retention of noviceteachers by providing ongoing mentoring for the new teachers,and (3) implement a longitudinal evaluation plan to assess theeffectiveness of the IUPUI Noyce program.Noyce Phase II focuses on recruitment of diverse scholars whopossess developed skills in inquiry‐base teaching and commitmentto serving in urban high‐need schools. It aims to enhanceteacher retention through instructional coaching provided to inserviceNoyce teachers. This new feature of the program offersan additional mechanism for assessing the effectiveness ofNoyce scholars’ teaching in high‐need school districts. Thebroader impact of this project would be recognized by the higherpercentage of teachers retained in STEM teaching at high‐needurban classrooms beyond the required service periods and theenhanced diversity of math and science teachers who commit toincreasing the quantity, quality, and diversity of students in urbanschools who will enter STEM fields in the next decades.62Title: K‐State TEACH: The Robert Noyce Scholarship ProgramNSF Noyce Award Number: 0934905Principal Investigator: Christopher T. CulbertsonEmail: culbert@ksu.eduInstitution: Kansas State UniversityKansas State University, Co‐PI(s): Sanjay Rebello, Carolyn Ferguson,and Matthew BruesekePresenter(s): Christopher T. Culbertson, Kansas State University,culbert@ksu.eduThe Phase I K‐State Robert Noyce Scholarship Program is designedto increase the supply of highly qualified middle and highschool teachers (Grades 6‐12) in biology, chemistry, earth andspace science, and physics.The program seeks to:1. Provide opportunities for 25 freshmen and sophomores towork in informal STEM education settings both on and offcampus;2. Increase by 17 the number of undergraduates in the targetedSTEM disciplines receiving licensure; and3. Enable 12 graduates in the targeted STEM disciplines to gainlicensure through a newly established Graduate Certificatein Teaching and Learning.High needs schools have been identified and recruited throughthree existing partnerships: the Professional DevelopmentSchool Partnership, the Center for Intercultural and MultilingualAdvocacy, and the Center for Rural Education and Small Schools.These targets schools serve a high percentage of individualsfrom families with incomes below the poverty line, a high percentageof English language learners (ELLs), and/or rural populations.The program is managed by a leadership team with membersfrom Education, Chemistry, Biology, Physics and Geology.The evaluation plan includes the development of a database formaintaining demographic data; the Scholars’ academic progressand perceptions of the usefulness of the program elements; theeffectiveness of program elements, especially new teacher support;and subsequent teaching challenges in high need schools.63Title: Kennesaw State University’s I‐IMPACT (The Initiative toInspire and Mentor Physics and Chemistry Teachers) Noyce IIProjectNSF Noyce Award Number: 1035451Principal Investigator: Greg RushtonEmail: noverley@kennesaw.eduInstitution: Kennesaw State UniversityCo‐PI(s): Taha Mzoughi, David Rosengrant, and Brett CriswellPresenter(s): Greg Rushton, KSU, grushton@kennesaw.eduNancy Overley, KSU, noverley@kennesaw.eduKennesaw State University has been awarded two Noyce projectsto recruit, prepare, and retain STEM majors and professionalsinto secondary K‐12 teaching careers in chemistry and physics.Our poster focuses on the strategy behind our recruitmentefforts for our Noyce II for career changers, how we developedour marketing plan, how and where we implemented the plan,the outcomes of year one, and why and how our recruitmentplans will change and be implemented in year two as a result ofour analysis. Profiles of our fellows will be included.64Title: Increase Mathematics Teachers for ALL StudentsNSF Noyce Award Number: 0934791Principal Investigator: Desha L. WilliamsEmail: dwill178@kennesaw.eduInstitution: Kennesaw State UniversityCo‐PI(s): Belinda Edwards, Karen Kuhel, Adrian Epps, and DanaHartleyPresenter(s): Desha Williams, Kennesaw State University,dwill178@kennesaw.edu, Ian Frame, Kennesaw State University,ianframe3@gmail.com2012 NSF Robert Noyce Teacher Scholarship Program ConferenceA26


PI POSTER ABSTRACTSSanthi Prabahar, Kennesaw State University,psanthi@hotmail.com Bonnie Roydes, Kennesaw State University,broydes@gmail.comThe collaborative project between Kennesaw State Universityand the Georgia Institute of Technology encourages STEM studentsto become 6‐12 mathematics teachers of culturally andlinguistically diverse learners. The IMTAS program goes beyondthe traditional MAT program by providing supplemental workshopsfocused on issues of social justice and opportunities forscholars to earn TESOL endorsements:• Working with English Language Learners and Their Families• Creating Safe Spaces for LGBTQ Youth• Using Manipulatives in Secondary Classrooms• Voices from Urban Principals• Voices from Teachers of Ethnically Diverse Students Populations• Teaching Mathematics for Social Justice• Engaging Students in Culturally Responsive Mathematics• Teaching Students who are Homeless• Reinforcing Motivation Among RefugeesThe research efforts of IMTAS has resulted in the following presentations:• Williams, D., Edwards, B., Kuhel, K., & Epps, A. (2011). Culturallyresponsive dispositions in pre‐service mathematicsteachers. Georgia Educational Research Association Conference,Savannah, GA, October 21‐22.• Williams, D., Edwards, B., Kuhel, K., Epps, A. (2011). Developmentof Culturally Responsive Dispositions in Pre‐ServiceMathematics Teachers. Southeastern Regional Associationof Teacher Education. Savannah, GA. October 27 ‐29.• Williams, D. & Edwards, B. (2011). From Talk to Practice:Becoming a Mathematics Teacher of Culturally Diverse Students.Association of Mathematics Teacher Educators: Irvine,CA. January 27 ‐ 29.• Edwards, B., Williams, D., Kuhel, K., & Epps, A. (2010, October20 ‐23). Conceptualizing culturally relevant pedagogy:Creating mathematics tasks with cultural significance. AnnualCurriculum and Pedagogy Conference. Akron: OH.• Kuhel, K., Williams, D., Edwards, B., & Grajeda, R. (2010,October). Teaching culturally and linguistically diverse studentsin the mathematics classroom: An collaborative viewto program development. Presentation at the annual GeorgiaTESOL Conference, Atlanta, GA.• Kuhel, K., Williams, D., Edwards, B., & Epps, A. (2010, October).Preparing mathematics teachers for ALL students: Aninnovative approach. Poster presented at the annual GeorgiaTESOL Conference, Atlanta, GA.• Williams, D. (2010, March 27 ‐ 27). Culture Matters inMathematics. National Science Foundation, Robert NoyceSoutheastern Regional Conference. Greenville, SC.65Title: Integrating Service Learning into Preservice Science andMathematics Teacher Preparation: Forming Partnerships andGetting StartedNSF Noyce Award Number: 1136377Principal Investigator: Lisa A. BorgerdingEmail: ldonnell@kent.eduInstitution: Kent State UniversityCo‐PI(s): Joanne CanigliaPresenter(s): Lisa A. Borgerding, Kent State University, ldonnell@kent.eduJoanne Caniglia, Kent State University, jcanigl1@kent.eduIn this poster, we present the initial progress in developing KentState University’s (KSU) Service‐Learning Noyce Scholars Program.We discuss the rationale behind the integration of servicelearning into preservice teacher education including the immediatecommunity impacts, the promotion of a service orientation,and the educative potential of informal science and mathematicseducation experiences for preservice teachers. We further outlinethe learning outcomes sought through the Noyce Scholarsand Internship programs. We then describe the formation ofvarious community partnerships that provide science andmathematics education service learning opportunities for KSUNoyce Scholar Master of Arts in Teaching students.We next outline how these service learning experiences will beintegrated into the first year of our eleven‐month intensive programfor mathematics and science teacher preparation. Theproject team members have encountered several challengesrelated to the development of this program including the formationof partnerships at informal science and mathematics educationsites, communication of reasonable expectations for servicelearning experiences, and the recruitment of interested internsand scholars for our programs. We conclude by setting forth thefuture directions for our own program and make recommendationsfor other educators interested in integrating service learninginto their preservice mathematics and science teacher educationprograms.66Title: Lehman College's Noyce Peer Mentoring Project:Enhancing Noyce Scholars and Teachers' Understanding ofTeaching and Learning Mathematics and Science in High NeedUrban SchoolsNSF Noyce Award Number: 0833317Principal Investigator: Gaoyin QianEmail: Gaoyin.Qian@lehman.cuny.eduInstitution: Lehman CollegeCo‐PI(s): Serigne Gningue, Liesl Jones, Wesley PittsPresenter(s): Gaoyin Qian, gaoyin.qian@lehman.cuny.edujulissa Soriano, j.soriano20@hotmail.comKasmira Torres, kasmira.torres@hotmail.comA272012 NSF Robert Noyce Teacher Scholarship Program Conference


PI POSTER ABSTRACTSThe poster demonstrates Lehman College Noyce Scholars' professionalgrowth in teaching and learning mathematics and scienceby participating in a Peer Mentoring Project that involvesthe second year Noyce Teachers in mentoring and supportingfirst year Noyce Teachers and non‐teaching Noyce Scholarsthrough various collaborative activities such as class observations,supervised teaching, lesson planning, Common Core Standardalignment, and so on. The poster will include artifacts andproducts of students’ work, Noyce Scholars’ and Teachers' ownreflection on their learning from the mentors, and Noyce Teachers’enhanced understanding of their role as teacher leaders.67Title: STEM‐Plus: Louisiana Tech University’s Noyce ScholarshipProgramNSF Noyce Award Number: 0733825Principal Investigator: Galen TurnerEmail: dbasing@latech.eduInstitution: Louisiana Tech UniversityCo‐PI(s): Dawn Basinger, Kelly Crittenden, James NelsonPresenter(s): Dawn Basinger, Louisiana Tech University, dbasing@latech.eduKelly Crittendon, Louisiana Tech University, kellyc@latech.eduConstance DeLaney, Biology STEM Scholar, Louisiana Tech University,cad029@latech.edu;Josh Coriell, Mathematics STEM ScholarIn this poster, Scholar/Practitioners and Program Directors willprovide an overview of Louisiana Tech University’s Noyce ScholarshipProgram. Few partnerships exist to create the environmentwhere teachers can learn to teach, teach well, and persevere(Zimpher & Howey, 2005); however, this program seeks todo just that. The program began in September 2008 and includedtwo major pathways: undergraduate Science, Technology,Engineering, and Mathematics (STEM) majors or Master ofArts in Teaching (MAT) candidates who teach a STEM disciplinein 6‐12 schools. Both programs result in scholars earning anMAT. The objective of the program, which continues throughAugust 2012, is to produce highly qualified teachers through adual matriculation program resulting in teacher certification anda master’s degree with priority placements in partner schools inLouisiana. Scholars, who have recently completed their programs,will discuss their accomplishments.68Title: STEM Teacher Preparation and Recruitment: SummerProject‐Based Learning InternshipsNSF Noyce Award Number: 0934442Principal Investigator: Barbara Silver‐ThornEmail: ellen.eckman@marquette.eduInstitution: Marquette UniversityCo‐PI(s): Ellen W. EckmanPresenter(s): Ellen W. Eckman, Marquette University,ellen.eckman@marquette.edu/The Noyce Scholar Program at Marquette University is based onan adaptation of the cooperative education model that has successfullyprepared Marquette University engineers for 90 yearsinto a similar program of preparation for engineering and sciencestudents desiring to become STEM teachers. This uniquelyadapted co‐operative education model is based upon intensivefield experiences in education (i.e., teaching co‐ops) integratedwith classroom instruction to meet the Wisconsin state standardsfor STEM teacher licensure. These teaching co‐ops occurin middle and high school settings and involve extensive educationalfield experiences that allow students to meet teacher educationstandards, a unique standards‐based approach to teachereducation.In addition to these teaching co‐ops, we recently initiated summerproject‐based learning internships. These enrichment experiencesprovide further hands‐on STEM opportunities for ourscholars as well as providing additional collaborative opportunitieswith various s local STEM sites. The eligibility for these summerinternships was expanded beyond our Scholars to includeSTEM majors who had just completed their freshman year ofstudy, providing a means of recruiting future Scholars.The STEM sites for the project‐based learning internships included:Marquette University physics laboratories, the UpwardBound Math & Science pre‐college outreach programs for Milwaukeearea HS students, the Urban Ecology Center, DiscoveryWorld Museum, and Catholic Memorial High School’s preengineeringoutreach program for middle school students.Seven applicants were placed, and all applicants, their mentors,and several Noyce Scholar board members attended a postersymposium at the end of the summer. The student posters arecurrently displayed at both the sites and in the College of Education,further promoting STEM teaching, these collaborations,and the Scholar program.The program will be offered again this summer. Eleven studentshave applied. Host sites have been expanded to include mathprograms at Nicolet High School and Mother of Good CounselElementary School, as well as Marquette’s Engineering outreachprograms and biomedical sciences.69Title: Michigan Tech Noyce Scholars ProgramNSF Noyce Award Number: 0934763Principal Investigator: Bradley H. BaltenspergerEmail: lori@mtu.eduInstitution: Michigan Technological UniversityCo‐PI(s): Chris Anderson, Sarah Green, John Jaszczak, and ShariStockeroPresenter(s): Brad Baltensperger, Michigan Tech University,brad@mtu.edu2012 NSF Robert Noyce Teacher Scholarship Program ConferenceA28


PI POSTER ABSTRACTSNicholle Stark, Michigan Tech University, nipierce@mtu.eduThe Michigan Tech Noyce Scholars program, now in its fourthyear, has supported approximately 20 STEM majors and STEMgraduates who are working toward teacher certification. Becausethe university is located in a rural region quite distantfrom major metropolitan areas and associated high need districts,the program established partnerships to better prepareNoyce Scholars for careers in urban school systems.Michigan Tech is partnering with the public schools of Saginawand Grand Rapids, and faculty from Saginaw Valley State Universityand Grand Valley State University. School districts haveagreed to host scholars for the intensive field experiences andfor student teaching; the partner universities provide much ofthe pre‐service and in‐service mentoring of scholars; MichiganTech faculty provide pre‐service instruction and overall programguidance.The most successful aspect of the program has been a one‐weekfield experience conducted in the Saginaw Public Schools. ThePIs were concerned that the challenges of teaching in an urbanschool might either depress the scholars or discourage themfrom teaching. The scholars prepared extensively for their visit,and faculty arranged assignments for them to help structuretheir classroom observations and minimize any tendency to misinterpretwhat they observed. Faculty from Saginaw Valley StateUniversity arranged appropriate placements for the scholars,handled supervision, and led discussions during the weeklongclinical experience.Upon their return, the scholars (at a high school one year and ata middle school in the second year) met with Noyce PIs and staffin teacher education to describe and analyze what they hadlearned. Uniformly, participating scholars were inspired by theexperience, even as their eyes were opened to the difficultiesthat teachers face in dealing with such issues as high absenteeism,classroom crowding, and student motivation. Rather thanfeeling overwhelmed, they expressed a sense of inspirationmixed with caution.70Title: Transforming STEM Education Leadership in Middle TennesseeSchoolsNSF Noyce Award Number: 0934731Principal Investigator: Rick VanosdallEmail: Kyle.Butler@mtsu.eduInstitution: Middle Tennessee State UniversityCo‐PI(s): Michaele Chappell and Kyle ButlerPresenter(s): Karen Case, Middle Tennessee State University,Karen.Case@mtsu.eduAnthony Augustine, Loretto High School, augustin@lcss.usTina Schisler, Collinwood High School,tina.alhashimi@waynetn.netThis poster will highlight the successes and challenges of implementingone of the Master Teaching Fellows [MTF] projectsfunded in year 2009. The Middle Tennessee State University(MTSU) MTF project aims to transform STEM teaching and learningby redefining STEM education professional development andbuilding the capacity to expand our mentorship model throughdeveloping master teachers in the field; building the professionalismof classroom practice; encouraging teachers to conductcritical inquiry; and providing them with necessary tools, andexperiences to determine best practices in each of the variousclassroom, school, and district contexts.The MTSU MTF project includes using a mentoring model withuniversity faculty as they guide fourteen teachers to developteacher enhancement plans focused on content knowledge,pedagogy, and leadership competencies. Each year, teacher professionaldevelopment has been supported through teacherdirectedaction research and a number of master teachers areextending themselves by leading, collaborating and mentoringother teachers/colleagues in teacher‐directed action research.At this point, teacher‐directed research from this project hasbeen disseminated across local, regional, national and internationalconferences. Through consistent and regular participationof teachers, administrators, and university faculty, it is anticipatedthat, over the next two years, schools will institutionalizeteacher‐directed action research as a sustained element withintheir districts’ state mandated school improvement and professionaldevelopment programs. Finally, this poster will also highlightreflections on learning experiences, successes, and potentialbarriers to facilitating teacher professional developmentthrough classroom research.71Title: Millersville University's Noyce Scholars Program: A Collaborationfor Mathematics and Education FacultyNSF Noyce Award Number: 1136359Principal Investigator: Janet WhiteEmail: Janet.White@millersville.eduInstitution: Millersville UniversityCo‐PI(s): Delray J. Schultz, John Ward, Jane Bray, and Robert T.SmithPresenter(s): Janet A. White, Millersville University of PA,janet.white@millersville.eduThe Poster describes the initial progress of Millersville University'sNoyce Scholars Program. We outline the major features ofour program, detailing the timeline, framework, and generalactivities that will highlight the scholars’ career paths. Theposter presentation will provide initial data, first cohort memberprofiles, specific activities, and long range goals. In the first year,the co‐PIs finalized the application process and advertised theprogram in courses and at a kick‐off seminar meeting featuringaformer Noyce Scholar from a nearby university as the guestA292012 NSF Robert Noyce Teacher Scholarship Program Conference


PI POSTER ABSTRACTSspeaker. Starting in the fall, and continuing throughout the remainingfour years of the Scholarship program, seminar meetingswill be held monthly and will focus on different topics onteaching pertinent to all mathematics education students, andwill have a specific target of teaching mathematics in high‐needdistricts. These seminars will also serve as forums for guestspeakers with expertise in urban education to discuss what itmeans to teach in high‐need districts, as well as the long termbenefits of making such a commitment. The co‐PIs from theSchool of Science and Mathematics and the School of Educationregularly meet and will continue to do so in order to formalizethe induction graduate courses that will occur during the firsttwo years of the grant, ensuring that the courses move throughthe curricular process at least one full year prior to first beingoffered. Recruitment tools and strategies will be refined andbroader dissemination will occur in the 2012‐2013 academicyear. In each of years 2, 3 and 4, we will enroll a new cohort of10 Scholars. Curriculum, field experiences, mentoring and inductionplans will be fine‐tuned in order to ensure that the Scholarssucceed as teachers in high‐need classrooms. We will engageeach new cohort in a 2‐week urban education residential programin Philadelphia. Each Scholar will perform all of their earlyfield experiences and their student teaching experience in highneeddistricts in the Lancaster, Lebanon, York, and Harrisburgregion. A formal induction program will occur during the summerand fall of the year after Scholars earn their certification, tohelp transition to their full time teaching positions and to supportthem with the unique demands placed upon them by teachingin a high‐need district.72Title: Open the Gate: Mills CollegeNSF Noyce Award Number: 0833243Principal Investigator: Ruth CosseyEmail: rcossey@mills.eduInstitution: Mills CollegeCo‐PI(s): Barbara LiSantiPresenter(s): Ruth Cossey, Mills College, rcossey@mills.eduJose Alameida, Mills College, josealameida@gmail.com; Kat Hall,Mills College, kbeans88@gmail.com; Gina Boccio, Mills College,ginaboccio@gmail.com; Sasha Hin, Mills College, sashajhin@gmail.com;Amanda Issa, Mills College,issa.amanda@gmail.com; Sadia Mohammad, Mills College,mohammad.sadia@gmail.comEarly mathematics and chemistry classes wedded to a capstoneLesson Study cycle enhance a new career in teaching andteacher scholarship. Three cohorts of Open the Gate Noyce Fellowshave found that their inquiry skills aimed at teaching havesharpened partly as a direct result of learning mathematics andchemistry together and learning jointly to design, execute andevaluate a learning sequence through Lesson Study. Carefulprediction and examination of adolescent learning seems topromote an inquiry stance towards teaching.73Title: Noyce STEM Teachers Scholars Program at MississippiStateNSF Noyce Award Number: 0934886Principal Investigator: Linda T. CoatsEmail: LCoats@colled.msstate.eduInstitution: Mississippi State UniversityCo‐PI(s): Tommy Stevenson, Burnette Hamil, Dana Franz, DebbieBeard, Svein Sebo, Bruce Ebanks, and Walter DiehlPresenter(s): Linda T. Coats, Mississippi State University,LCoats@colled.msstate.eduThe Noyce STEM Teachers Scholars Program at Mississippi StateUniversity (MSU) is a Phase 1 project that seeks to develop andprepare STEM teachers who have both a strong content knowledgeand ample pedagogical skills to become highly effectiveand qualified middle and high school mathematics and scienceteachers. The program emphasizes the importance of buildingpartnerships with teacher education, STEM disciplines, andschool districts to provide Noyce Scholars with a comprehensiveteacher preparation program. The poster presentation will highlightprogrammatic accomplishments and challenges, the successstories of Noyce Scholars and Noyce Teachers, insight frompartnering school districts, and lessons learned from implementingthe project’s goals.74Title: Nazareth College Robert Noyce Scholars ProgramNSF Noyce Award Number: 0833264Principal Investigator: Lynn M. O'BrienEmail: lobrien9@naz.eduInstitution: Nazareth CollegeCo‐PI(s): Kathleen M. DaBoll‐LavoiePresenter(s): Lynn M. O'Brien, Nazareth College, lobrien9@naz.eduThe Nazareth College Robert Noyce Scholars Program seeks toincrease the number of undergraduate and graduate studentsenrolled in programs leading to certification in adolescence educationGrades 7‐12 in the areas of mathematics, biology, andchemistry and in childhood/middle childhood education Grades1‐9 (with majors in mathematics or the sciences) who are wellprepared and committed to working in high need schools. Currently,fifteen scholars have been selected and have completedor will complete their certification programs. The program hassponsored a variety of professional development events and hasgiven scholars opportunities to interact with in‐service teachersand K‐12 students in a variety of activities outside the traditionalclassroom setting.In addition, the Noyce program has allowed mathematics, science,and education faculty members to collaboratively developand implement research‐based mathematics and science educationcurriculum and pedagogy. We will highlight some of these2012 NSF Robert Noyce Teacher Scholarship Program ConferenceA30


PI POSTER ABSTRACTSprograms and discuss their effectiveness in preparing our preserviceteachers for placements in high need schools. The loss ofschool funding in New York State has represented a challenge toour recent graduates as many school districts in our region haveexperienced reductions in their work force that include teacherlay‐offs and/or a freeze on new hiring.75Title: TECHS‐NJ: A Focus on Technology to Enhance StudentLearning and MotivationNSF Noyce Award Number: 0630412Principal Investigator: Bruce BukietEmail: bukiet@njit.eduInstitution: New Jersey Institute of TechnologyCo‐PI(s): Arthur B. Powell, Gayle Griffin, Ismael CalderonPresenter(s): Bruce Bukiet, New Jersey Institute of Technology,bukiet@njit.eduJoya Clark, Rutgers University ‐ Newark, joya9900@msn.comThe Teacher Education Collaboration for High‐Need Schools NewJersey (TECHS‐NJ) Robert Noyce Scholarship Program is a collaborativeproject of New Jersey Institute of Technology, RutgersUniversity ‐Newark, the Newark Public Schools and the NewarkMuseum. Through the program, our goal has been to train 26mathematics, science and engineering majors for careers asmath and science teachers for the city of Newark and other highneeddistricts. Our recruitment has been slow, but steady, andsince the 2011 annual meeting, we have enrolled 6 new scholarsinto our program for a total of 23. We have gone from twoTECHS‐NJ scholars with teaching jobs last year to 8 this year.Several others have completed their formal education, but arestill seeking full time employment in teaching.Since 2009, our key focus has been to work with NJIT’s C2PRISMGK‐12 grant to provide Noyce scholars with the opportunity tolearn to use digital tools, including probes, sensors and interfacesto present lessons and demonstrations to excite studentsabout math and science. We have also purchased mobile interactivewhiteboards and clickers. We have received funding fromfoundations to purchase this equipment and related materials aswell as to run workshops and make visits to local schools. SeveralTECHS‐NJ scholars have worked with our GK‐12 Fellows duringthe annual GK‐12 training workshops at NJIT, at ProfessionalDevelopment events, and at other events where they can interactwith teachers and/or students. Another focus of this year’sprofessional development activities for our Noyce scholars hasbeen discussions about working with students in the most difficultof schools and engaging them through use of technology.Further detail concerning these efforts, is presented in thisposter.76Title: Recruit and Engage Mathematics and Science Teachers(RE‐MAST) Year 3NSF Noyce Award Number: 0934802Principal Investigator: Cindy JohnsonEmail: sherri.kennedy@newberry.eduInstitution: Newberry CollegeCo‐PI(s): Christina McCartha, Renee Stubbs, Charles Horne, RandallKeyPresenter(s): Sherri Kennedy, Newberry College,sherri.kennedy@newberry.eduNewberry College is dedicated to preparing high school mathand science teachers through its Recruit and Engage Math AndScience Teachers (RE‐MAST) program, a collaboration betweenthe biology and chemistry, math and education departments,and 3 high need SC school districts.In Year Three, a MasterTeacher, strong in math content, worked specifically with the RE‐MAST Program, using her own classroom experiences to providesupport to RE‐MAST mentors, teacher candidates and prospectivestudents. The Master Teacher is in charge of science andmath education recruitment with assistance from science, mathand education faculty, organizing the scholar and summer internrecruitment activities and summer internship experiences, andserving as liaison to partner high need school districts for RE‐MAST activities. Lastly, the Master Teacher will provide inductionsupport to RE‐MAST graduates in the field.The RE‐MAST program is working to recruit, prepare and mentor26 math, biology and chemistry majors pursuing teaching inSTEM content areas. In Year Two, nine interns participated in thesummer internship and one of those is now pursuing secondarycertification in a STEM content area. In Year Three, four internswill have completed the summer internship. In Year Three, fiveNoyce/RE‐MAST scholars were selected and have completed oneyear of study in secondary education. Six Noyce Scholars havegraduated. In Year Four, five scholars are returning to the programand five new scholars are joining.RE‐MAST selected 12 STEM teachers from the three high needschool districts to participate in the Master Mentors programthereby enhancing the infrastructure for education. They receivedFoundations of Mentoring training in Year Two thatcounted towards professional development hours. Mentors alsomet on campus four times in year two to talk about the programand engage in professional development. Mentors work with RE‐MAST interns, scholarship recipients and graduates for their two‐year service obligation. The Master Mentor program promotesteaching, training, and learning by pairing RE‐MAST studentswith highly trained mentors in their content area to help themdevelop their skills as teachers. In June 2011, mentors completedLearning‐Focused Schools training, as part of RE‐MAST ,to enhance their ability to work with teacher candidates. In June2012, mentors engaged in professional development activities todevelop and strengthen skills as mentor/coaches.A312012 NSF Robert Noyce Teacher Scholarship Program Conference


PI POSTER ABSTRACTSDuring Year Three, interns, scholars, mentors and faculty attendedseveral conferences. A scholar majoring in math attendedthe South Carolina Council for Teachers of MathematicsConference (SCCTM) along with the Master Teacher. The scholarwas awarded a grant for $1500 from SCCTM. The MasterTeacher also attended the South Carolina Science Council Conference(SC2). All participants were invited to attend the SoutheasternRegional Noyce Conference held in February 2012 andco‐hosted by Clemson University and Newberry College. Postersession will provide an overview of progress made in Year Three.77Title: Kenan Master Teaching Fellows: Linking Research Experiencesand Curriculum Development with LeadershipNSF Noyce Award Number: 0934658Principal Investigator: Ruben CarbonellEmail: valerie_schild@ncsu.eduInstitution: North Carolina State UniversityCo‐PI(s): Valerie B. Brown‐SchildPresenter(s): Valerie B. Brown‐Schild, North Carolina StateUniversity, Valerie_Brown‐Schild@ncsu.eduThis five‐year Noyce Program grant allows the Kenan FellowsProgram to link 18 experienced teachers, Kenan Master TeachingFellows (KMTF) with university, industry and community collegeresearchers. Fellows work in cutting‐edge research areasand become highly effective teacher‐leaders, change agents, andmentors to pre‐service teachers. KMTF prepare students to be“future ready” for the work force and higher education withSTEM‐related experiences and opportunities by creating a realworldperspective through teacher experiences. As a result ofthis program, teachers have become more informed about importantnew scientific developments, built their leadership skills,and developed curricula that support economic developmentsectors unique to the region such as aerospace, sustainable energy/greentechnologies and advanced medical technologies.The KMTF completed industry and academic research fellowshipsand subsequently continue to engage in a range of leadershipactivities in their home districts to benefit other teachers,administrators and pre‐service teachers during their three yearsas Alumni Master Teachers. As Master Teachers, KMTF collaboratewith local colleges of education to assist in the preparationof new teachers. Fellows model inquiry‐based instructional activitiesat STEM summer camps, act as teacher mentors to preserviceteachers, and provide opportunities for co‐teaching andco‐presenting at local and regional conferences. Partnered withindustry and academic leaders, KMTF work to improve studentachievement and cultivate the next generation of teacher leadersin North Carolina.78Title: NOYCE METS Program at NCSUNSF Noyce Award Number: 0733794Principal Investigator: Hollylynne LeeEmail: karen_hollebrands@ncsu.eduInstitution: North Carolina State UniversityCo‐PI(s): Karen Hollebrands, Roger Woodard, and Irina KoganPresenter(s): Karen Hollebrands, North Carolina State University,karen_hollebrands@ncsu.eduEmily Thrasher, North Carolina State University,emily_thrasher@ncsu.eduThe Noyce Mathematics Education Teaching Scholars [NoyceMETS] aims to increase the number of highly qualified mathematicsteachers prepared at NC State University with a major ina mathematical science and a major in mathematics educationand retain them in the field. We seek to prepare secondarymathematics teachers who are strong in both content and pedagogyand are committed to meeting the needs of students inhigh‐needs schools. To cultivate a scholarly program, NoyceMETS strives to create a sense of community among faculty andscholars. The program provides professional growth opportunitiesthrough guest speakers, professional development, fieldexperience, participation in professional conferences, and roundtable discussions. Our preservice teachers volunteer at a localsecondary high‐needs school serving as math tutors and gainingadditional field experiences. To support our in‐service teachers,Noyce METS staff conduct classroom observations as well as amonthly Noyce webinars on topics ranging from classroom managementto formative assessment.79Title: Pipeline for Excellent Rural Teaching (PERT)NSF Noyce Award Number: 1136406Principal Investigator: Erika OfferdahlEmail: Erika.Offerdahl@ndsu.eduInstitution: North Dakota State UniversityCo‐PI(s): Stacy Duffield, Lisa Montplaisir, Larry NapoleonPresenter(s): Erika Offerdahl, North Dakota State University,erika.offerdahl@ndsu.eduCo‐authors: Linda Different Cloud, Stacy Duffield, William Martin,Lisa Montplaisir, Larry Napoleon Jr, Florin SalajanThe goal of the Pipeline for Excellent Rural Teachers (PERT) projectat North Dakota State University (NDSU) is to extend andsecure a pipeline to increase the quality and quantity of highlytrainedsecondary mathematics and science teachers in ruralNorth Dakota. The rural nature of the state, coupled with vastdistances between urban centers, presents a major obstacle torecruiting STEM professionals into degree programs leading tocertification. College of Science and Mathematics and College ofHuman Development and Education faculties have created a one‐year master's of education program (residential and online)2012 NSF Robert Noyce Teacher Scholarship Program ConferenceA32


PI POSTER ABSTRACTSresulting in teacher certification. The project is recruiting 15talented STEM professionals as PERT Teaching Fellows. A partnershipwith Sitting Bull College, one of six tribally‐controlledcolleges in the region, provides both science coursework andextensive mentorship to PERT Teaching Fellows in tribal communities.80Title: PRIME: Preparing Regional Increases in MathematicsEducatorsNSF Noyce Award Number: 934709Principal Investigator: Teri MurphyEmail: buckleyb1@nku.eduInstitution: Northern Kentucky UniversityCo‐PI(s): Gina Foletta, Beth Noblitt, and Brooke BuckleyPresenter(s): Brooke Buckley, Northern Kentucky,buckleyb1@nku.eduNorthern Kentucky University (NKU) and the Kentucky Center forMathematics (KCM) selects talented undergraduate studentsinterested in mathematics education and prepares them to befully qualified, well‐prepared teachers who will teach secondarymathematics in high‐need schools. The university provides themon‐going support during their early teaching years. The project isa collaboration between the KCM, NKU, and three school districts:Covington Independent and Newport IndependentSchools in Kentucky and Cincinnati Public Schools in Ohio. It supportstwo‐year scholarships for a minimum of 28 academicallytalented students in their junior and senior years and summerinternships for up to 30 rising freshman and sophomores.The program includes: an aggressive recruiting plan; opportunitiesfor incoming freshmen and rising sophomores to engage insummer experiences designed to stimulate their interest in becomingsecondary mathematics teachers working in high‐needschools; two‐year scholarships for carefully selected, academicallytalented students in their junior and senior years; an outstandingteacher preparation program including valuable enhancementsthat foster a community of learners and exposeparticipants to contemporary literature on, and effective practicesin the teaching and learning of secondary mathematics; andmentoring and coaching support for program graduates.Our first group (six students) of incoming freshmen and risingsophomores participated in summer internships in 2010, thesecond group (three students) insummer 2011. These internshipsinclude opportunities to work as undergraduate researchersunder the mentorship of faculty members, to participate ingrant‐funded professional development and coursework for inserviceteachers, and/orto assist with summer camps sponsoredby NKU’s Center for Integrative Natural Sciences and Mathematicsas well as the College of Education and Human Services.Our first scholar cohort in spring 2010 consisted of five students,two scholars in fall 2010; three students in spring 2011, fourstudents in the fourth cohort in fall 2011, and the fifth cohort inspring 2012 had four students.. Enhancements for these cohortshave included a range of presentations and activities: a stateconference on ”Implementing the New Mathematics Standards”;,a teacher panel about “Teaching High School Mathematicsin High‐Need Schools;” a session presenting the impactof KY Senate Bill 1 and the New Mathematics Standards onTeaching High School Mathematics; the National Council ofTeachers of Mathematics 2011 Annual Meeting which focusedon “Geometry: Constructing and Transforming Perspectives;”the Kentucky Center for Mathematics Conference which highlightedthe Mathematical Practices as outlined in the CommonCore; and the National Council of Teachers of Mathematics 2012Annual Meeting which centered on technology.81Title: Northern New Mexico College Noyce NSF Scholars Program(2nd Year)NSF Noyce Award Number: 1035465Principal Investigator: David TorresEmail: cathyb@nnmc.eduInstitution: Northern New Mexico CollegeCo‐PI(s): Cathy Berryhill, Pablo Gonzales, and Alfredo PerezPresenter(s): Cathy Berryhill, Northern New Mexico College,cathyb@nnmc.eduOur poster will present our recent activities at Northern NewMexico College (NNMC) which include:1. New students who have been accepted into the program.2. Development of a Noyce NNMC webpage.3. Noyce Scholar student involvement in Title V SummerBridge activities as tutors and instructors.4. Melissa Salazar's active participation in our Noyce Seminars.Salazar is from the Los Alamos National Laboratory's sponsoredMath & Science Academy and has offered her wealthof experience to enhance our seminars. She has given twoworkshops on completion statistics and classroom managementstrategies.5. Content of our five Noyce Seminars.6. Recruitment ads82Title: OxyMS Teaching Scholars Project ‐ Occidental CollegeNSF Noyce Award Number: 0934962Principal Investigator: Adelina AlegriaEmail: alegria@oxy.eduInstitution: Occidental CollegeCo‐PI(s): Chris CraneyPresenter(s): Gregory Fryan and Michael LopezA332012 NSF Robert Noyce Teacher Scholarship Program Conference


PI POSTER ABSTRACTSAs part of our mission to support and serve our neighboringcommunity schools, Occidental’s Education, Mathematics, andChemistry departments developed the OxyMS Teaching ScholarsProject with the goal of increasing the number of highlyqualified math and science teachers in high‐need urban highschools through recruitment and retention of fifth‐year studentsand/or STEM professional committed to teaching. The recruitmentpractices include areas/places where underrepresentedgroups are clustered such as community colleges and minorityprofessional associations.Partners for OxyMS include: Occidental College Education,Chemistry, and Mathematics departments, Eagle Rock HighSchool, Franklin High School, and Semillas del Pueblo ‐ CharterSchool, all in LAUSD, and Partnerships to Uplift Communities(PUC Schools) Charter Schools.Our third Year Noyce Credential Candidates (2011‐2012) includea diverse group of students who will begin their credentialingprograms in September, 2011. They represent a number of cultures,economic levels, and ethnic backgrounds: Alyssa Cuervom,Mathematics; Anna DeNeui, Biology; Gregory Fryan, Psychobiology/Kinesiology;Michael Lopez,Mathematics; SylvanaDeSantis, Geology.Accomplishments for academic year 2011‐2012 include:1. Alegria and Kelly developed a new partnership with Semillasdel Pueblo (Charter School in LAUSD) and with Partnershipsto Uplift Communities (PUC Schools ‐ Charter Schools).2. Students attend the CTA Good Teaching Conference focusingon educational teaching leadership. It was an opportunityfor the Noyce Scholars to network with other educatorsas well as to understand the politics of education in California.3. Our Noyce Scholars facilitated the elementary science sectionof the annual Los Angeles Science Olympiad whichtakes place at Occidental College and involves more than200 K‐12 schools.4. Our Noyce Scholars enrolled in our newly established credentialEDU 541 Math and Science Pedagogies course,taught by Alegria, the OxyMS Teaching Scholars’ PI.5. Our Noyce Scholars networked and interacted with the OccidentalCollege Education Alumni group (ALOED) during areception, a mini‐conference, and a professional development.ALOED is responsible for providing scholarships, positions,and other supports.6. Two Noyce Scholars applied and were accepted to the STARprogram. This is a summer research internship for aspiringscience and mathematics teachers, offered by the CaliforniaState University in partnership with the US Departmentof Energy national research laboratories.83Title: Building Bridges from STEM‐Careers to Teaching Career:An Evolutionary ProcessNSF Noyce Award Number: 0833295Principal Investigator: Ralph MartinEmail: cote@ohio.eduInstitution: Ohio University / SEOCEMSCo‐PI(s): Jeff ConnorPresenter(s): Al Cote, SEOCEMS, Ohio University,cote@ohio,eduThe SouthEast Ohio Center for Excellence in Mathematics andScience, SEOCEMS, has used our Noyce Scholarship program toserve high needs schools and as a springboard to expand OhioUniversity’s commitment to recruit, train, and retain highlyqualified educators for Ohio’s Appalachian School District. SEO‐CEMS’ poster illustrates the expansion of the Robert NoyceScholarship program goal* initiated by the center in 2008 toinclude recruitment of pre‐service teachers directly from OhioAppalachian High Schools and to attract STEM Career Changersfrom across the Nation. Our poster session explains how SEO‐CEMS' Noyce Scholarship program protocol and procedures arethe foundations upon which Ohio University implementedChoose Appalachian Teaching Scholarship program, the SciMathpilot program, and Woodrow Wilson Teaching Fellowship Program.*A goal of the program is to recruit individuals with strong STEMbackgrounds who might otherwise not have considered a career in K‐12 teaching. (http://nsfnoyce.org/)84Title: Pacific STEM Teaching PathwaysNSF Noyce Award Number: 0934599Principal Investigator: Kevin CarrEmail: kcarr@pacificu.eduInstitution: Pacific UniversityCo‐PI(s): Juliet BrosingPresenter(s): Kevin Carr, Pacific University, kcarr@pacificu.eduPacific STEM Teaching Pathways (PSTP) is a collaboration amongthe Pacific University Division of Natural Sciences, the College ofEducation, and several local Oregon high‐needs K‐12 school districts.Its purpose is to increase the number of exemplary K‐12STEM teachers by targeting two specific candidate pools: PacificUniversity undergraduate STEM majors and career‐changingSTEM professionals. Individuals with no secondary school experience,but interested in making teaching a career are stronglyurged to complete a 30‐hour volunteer internship with a mentorteacher. PSTP is providing up to two years of Noyce Scholarshipsupport for 35 STEM teaching candidates, who are obligated fortwo years of service in a high needs school district for each yearof support received. Teachers graduate with a Master of Arts inTeaching and are supported with an induction program for three2012 NSF Robert Noyce Teacher Scholarship Program ConferenceA34


PI POSTER ABSTRACTSyears. We have made 17 NOYCE Scholarship Awards as of March31, 2012, and have implemented support and mentoring activitiesfor Noyce graduates. We have initiated a new delivery sitefor STEM teacher education in Woodburn, OR, adding six newscholars being prepared in a redesigned, clinically based program.We are continuing the Woodburn delivery site next yearby adding a local office and classroom space and recruiting anew cohort of up to 10 scholars.85Title: Science Teaching Service Learning as a Means for RecruitingSTEM Majors into Teaching: A Pilot ProgramNSF Noyce Award Number: 0833298Principal Investigator: Lynn A. BryanEmail: labryan@purdue.eduInstitution: Purdue UniversityCo‐PI(s): John R. StaverPresenter(s): Lynn Bryan, Purdue University,labryan@purdue.eduThe Robert Noyce Scholars Program at Purdue University aims toattract the very best teacher education candidates to STEM educationin high need schools, particularly schools in rural Indianacommunities. One of the challenges of recruiting undergraduateSTEM students into teaching is that while STEM students mayhave an interest in teaching, they often have had few, if any,well‐structured and supported experiences in teaching. Thecentral purpose of the Science Teaching Service Learning coursewas to provide students majoring in a STEM discipline who wereinterested in STEM education with an opportunity to experientiallylearn about science teaching and learning, while providingmeaningful service to a community organization.During the pilot version of this course, students worked in teamsto complete a project that actively engaged them in meaningfuland personally relevant science teaching activities while buildingand strengthening their relationship to the broader community.As a result of the course, several students decided to seek teachingcertification through the Robert Noyce Scholars Program atPurdue. Findings from students’ experience in the course will beshared, and implications for science teaching service learningexperiences as a means of recruiting STEM majors into teachingwill be discussed.86Title: Rio Salado College’s Innovative Noyce Scholars Post BaccalaureateTeacher Preparation ProgramNSF Noyce Award Number: 1136435Principal Investigator: Janet JohnsonEmail: Karen.Nave@riosalado.eduInstitution: Rio Salado CollegeCo‐PI(s): Richard Vaughn and John JensonPresenter(s): Janet Johnson, Rio Salado College, Faculty Chair ofEducation, Janet.Johnson@riosalado.eduKaren Nave, Rio Salado College, Noyce Scholars Program Manager,Karen.Nave@riosalado.eduThe Rio Salado College (RSC) Science and Math Innovative LearningEnvironments (SMILE) Program for Encore Careers in Educationwill support the recruitment and training of 40 STEM professionalsto aid their transition into teaching careers in 7th‐12thgrade math and science classrooms in Arizona. Working withSTEM‐related industries in Arizona, we will identify STEM professionalswho are interested in transitioning to teaching careersand assist them in meeting eligibility requirements and applyingto the program. Successful applicants will complete a comprehensive12‐month teacher certification program (based on thecollege’s Post‐Baccalaureate Teacher Preparation Program) withonline course instruction and onsite student teaching experiencesin conveniently located school districts. RSC will also providementoring and professional support to SMILE participantsas they fulfill the required two‐year teaching commitment inhigh‐need schools.SMILE’s primary goal is to increase the number and quality ofmath and science teachers available to high‐need schools in Arizona.Over the next five years, the program will support an additional40 new teachers recruited from a relatively untapped, butacademically qualified pool of potential applicants. Each participantwill receive a 12‐month stipend of $16,500 approximatelyequal to the current in‐state cost of attendance. The hybrid formatof the SMILE program will allow some participants to continueworking as they complete online coursework, minimizingthe financial impact of participation and potentially limiting theperiod of unemployment to the time required for onsite studentteaching. This approach, coupled with the demand for qualifiedmath and science teachers in high need districts, will minimizethe perceived financial risk of switching careers and thus increasethe pool of potential applicants.87Title: Scientists, Technologists, Engineers, and Mathematiciansfor Education Scholarship Program (STEM‐ESP)NSF Noyce Award Number: 1136381Principal Investigator: Evelyn LaffeyEmail: ehlaffey@rci.rutgers.eduInstitution: Rutgers UniversityCo‐PI(s): Eugenia Etkina, Keith H. Weber, Mohan Kalelkar, ThomasV. PapathomasPresenter(s): Evelyn Laffey, Rutgers University, ehlaffey@rci.rutgers.eduIn order to compete in the global innovative economy, our nation’suniversities must attract, retain, and graduate qualifiedSTEM majors, regardless of their gender, ethnicity, race, or financialneed. Universities and K‐12 school districts must work inpartnership to achieve this goal. One collaborative effort in‐A352012 NSF Robert Noyce Teacher Scholarship Program Conference


PI POSTER ABSTRACTScludes the university working to graduate highly qualified mathand science teachers who will educate and mentor K‐12 studentsin high‐needs districts. National reports point to the critical needfor highly qualified math and science, especially physics, teachersto prepare the next generation of STEM professionals. Consequently,NJ issued Core Content Standards for Technology andEngineering.In response, high schools have started to offer engineering aspart of their optional curricula and are seeking ways to infuseengineering into existing curricula. To expand the pool of recruitsfor the STEM teaching positions, the Rutgers Noyce program,Scientists, Technologists, Engineers, and Mathematiciansfor Education Scholarship Program (STEM‐ESP), prepares engineeringand physics undergraduates to become our nation’sleading educational change agents.The goals of STEM‐ESP are to recruit, retain, and graduate acommunity of engineers and physicists who are dedicated toteaching physics, mathematics and engineering in high‐needs, K‐12 school districts. With an overarching theme of ”STEM for Humanity”,the project enhances Rutgers existing engineering andphysics undergraduate programs, as well as the graduate programsin mathematics and physical science teacher certificationprogram. Specifically, STEM‐E blends the physics and engineeringundergraduate programs with the existing graduate teacherpreparation programs, strengthens the focus on teaching physicsand mathematics to students in high‐needs districts and infusesthese programs with seminars that illustrate the great impactSTEM has on society. Ultimately, the STEM‐ESP Scholars willgraduate ready to teach in high‐needs K‐12 math and scienceclassrooms with strong pedagogical content knowledge anddeep understanding of the importance of STEM professionals.Since we are in our first year, the proposed poster will describeSTEM‐ESP components with a focus on the STEM for Humanitytheme.88Title: San Francisco State University Robert Noyce TeacherScholarship ProgramNSF Noyce Award Number: 1136335Principal Investigator: Larry HorvathEmail: lhorvath@sfsu.eduInstitution: San Francisco State UniversityCo‐PI(s): Eric Hsu, Adrienne CoolPresenter(s): Larry Horvath, San Francisco State University,lhorvath@sfsu.eduSan Francisco State University (SFSU) will be offering a unifiedNoyce Fellows program with two tracks: one for junior and seniorundergraduate STEM majors, and another for postbaccalaureatestudents in SFSU’s year‐long credential program.Both tracks will participate equally in the Shared Core Program:(1) A special Noyce Seminar to build a cohort support network,deepen perspectives on teaching and learning, and set the foundationfor the development of educational leadership and reflectivepractice. (2) Full membership in the CSME Teacher FellowsProgram, an existing pre‐service teacher support network, recognizedby the California State University Chancellor’s Office as anational model for engaging STEM majors in educational serviceprojects. This will embed the Noyce Fellows within a rich, supportivelearning community. (3) Paid summer internships in theSTEM Summer Institute at City College of San Francisco, a programthat cultivates interest in STEM fields among educationallydisadvantaged community college freshmen. Noyce Fellows willserve as instructional assistants, tutors, mentors, and role models.They will also gain new insights into the challenges of middleand high school STEM teaching through their interactions withstudents who have been poorly served by existing methods ofSTEM instruction.Additionally, Undergraduate Noyce Fellows will (1) take the recommendedcoursework for preservice STEM teachers; and (2)serve in special internships during the academic year, collaboratingintensively with SFUSD teachers in two nationally respectedprojects: the SERP San Francisco Field Site (a project creatingcollaborations between top‐class education researchers andsecondary science and math teachers), and the Algebra Project(Robert Moses’s initiative to build deep community partnershipsto reform school teaching for success in algebra and beyond).Meanwhile, Credential Year Noyce Fellows will (1) take the normalcredential year course work; and (2) be placed with specially‐selected master teachers in their disciplines who will receivesignificant compensation for collaborating with them to plan andimplement inquiry based instructional approaches for their classroomsand deliver professional development designed for currentCSME Teacher Fellows. Unifying both tracks, the NoyceSeminar will bring together the Noyce Fellows twice a month in avibrant forum for the sharing of experience and the developmentof an inquiry‐based action research stance to better understandthe teaching and learning of science and math.89Title: The Noyce Mathematics and Science Teaching ScholarshipProgram at Siena CollegeNSF Noyce Award Number: 1136322Principal Investigator: Jim MatthewsEmail: matthews@siena.eduInstitution: Siena CollegeCo‐PI(s): Larry Medsker, Michele McColgan, Mark Jury, and LucasTuckerPresenter(s): Jim Matthews, Siena College, matthews@siena.eduThe Noyce Mathematics and Science Teaching Scholarship atSiena College is successfully completing its first year. We have afirst cohort of students participating this May and June in ourfirst set of activities which include working in our partnership2012 NSF Robert Noyce Teacher Scholarship Program ConferenceA36


PI POSTER ABSTRACTSschool district, Schenectady City Schools, and completing aneducation course with other Noyce Summer participants.Our program is based on existing strengths of our college: anexcellent secondary teacher preparation program, experienceand partnerships with urban schools, a strong record of successwith secondary mathematics preparation and placement, anemphasis on undergraduate research in science, outstandingacademic programs in computer science and the natural sciences,and our college’s commitment to Franciscan values.Our Noyce Fellows from the natural sciences will engage in collaborativeundergraduate research and interdisciplinary learningwith STEM faculty members. Fellows majoring in mathematicswill be required to complete a minor in computer science thatwill prepare them to teach high school computer science, includingAdvanced Placement courses. This will address a specificneed in New York State for more teachers educated in this field.Unlike many other states, New York has no computer scienceteaching certification, so we believe mathematics with a strongcomputer science background can fill this void. We are alreadyseeing a significant increase in the number of our mathematicsmajors planning on completing a significant minor in computerscience because of our Noyce program.Our potential Noyce Scholars will receive support from a numberof programs. In addition to faculty mentoring and peer tutoring,these potential Scholars will take a one‐credit seminar on teachingin high‐need schools. Also, a number of early awarenessactivities will help them become personally acquainted withstudents in high‐need schools. These activities will include summerprograms that give them experience in the classroom withveteran teachers and tutoring experience helping students preparefor end‐of‐year exams. This exposure to students in highneedschools will continue as scholarship recipients fulfill theirpre‐service placements in high‐need districts.90Title: Title: California State University, Sonoma's NoyceScholar ProgramNSF Noyce Award Number: 0934503Principal Investigator: Carlos AyalaEmail: searby@sonoma.eduInstitution: Sonoma State UniversityCo‐PI(s): Lynn Stauffer, Ben Ford, and Scott SeversonPresenter(s): Kirsten Searby, Coordinator, Sonoma State University,searby@sonoma.eduThe Sonoma State University’s Noyce Scholar Program startedwith five scholars in 2009 and has now served a total of 32 scholarsin mathematics and science. With 16 scholars in the teachingfield of mathematics and science and 16 scholars just enteringthe credential program or completing their degrees, the programcontinues to evolve. It is a university‐wide collaborationcomprised of the School of Science and Technology, the MathematicsDepartment, the Astronomy and Physics Department,and School of Education.The program recruits college juniors and seniors as well as fifthyear college students. This year, six teaching assistants wererecruited for professors in mathematics and science. Our objectiveis to increase the teaching experience for undergraduatescholars. The student assistants attended a training workshop tolearn teaching practices and procedures within the classroom.Furthermore, mathematics tutors will be hired to assist in highneedsschools during the school day to teach and tutor strugglingstudents. The program offers future teachers opportunitiesto learn about students in high‐needs schools.The Noyce Scholar Program has developed a Community whereScholars share their teaching processes and experiences andadvise each other. At the same time, they bring up areas theywant to explore as educators; for example, the students wantedto learn about writing proposals and where to apply for grants.Thus, an expert in the field informed them about how to write,where to look for, and how to get grants. Noyce Scholars arenow collaborating on ideas, developing and presenting them ata mixer in the fall. Additionally, two scholars will be attendingthe Robert Noyce Teacher Scholarship Program Conference inWashington D.C. to make additional connections and to learnfrom other scholars. They will present their experiences with theother scholars at a future Scholar Community meeting.91Title: Evaluation of the REMAST Scholarship Program: WhatWe Know and What We BelieveNSF Noyce Award Number: 0733691Principal Investigator: Sharon VestalEmail: bob.sd.burke@gmail.comInstitution: South Dakota State UniversityCo‐PI(s): Larry Browning, Ken Emo, Matt Miller, Madhav NepalPresenter(s): Robert Burke, South Dakota State University,bob.sd.burke@gmail.comRural Enhancement of Mathematics and Science Teachers(REMAST) is a Robert Noyce Scholarship Program at South DakotaState University designed to increase the number of scienceand math teachers and enhance their abilities duringpreparation and their first years of teaching. The poster sessionwill provide an overview of the project and describe evaluationdata for the REMAST project. We will show comparative STEMgraduation rates among public institutions in South Dakota, anddescribe evaluations of the impacts of the value‐added elementsof our program, including pre‐service and in‐service teachermentoring, involvement in professional organizations, and participationin conferences.A372012 NSF Robert Noyce Teacher Scholarship Program Conference


PI POSTER ABSTRACTS92Title: Research Activities and Problem‐based Learning Experiencesof Rural Teachers in Southern IllinoisNSF Noyce Award Number: 1136414Principal Investigator: Karen RenzagliaEmail: renzaglia@cos.siu.eduInstitution: Southern Illinois UniversityCo‐PI(s): Harvey Henson, Frackson Mumba, Lingguo Bu, TimBellameyPresenter(s): Karen Renzaglia, Jennifer Janesie, Julie Wittenborn‐Sikorski, Natalie Mountjoy, Harvey HensonIn our first year of the SIUC Noyce Master Teaching FellowshipProgram we have recruited 10 stellar middle school MasterTeaching Fellows (MTFs) and have begun coursework in preparationfor a summer research experience. Our program centersaround implementation of problem‐based learning exercisesthat focus on a wide range of topics related to the Cache RiverWetland (CRW), a local biodiversity hotspot of international importance.Each teacher designs and conducts individualized,mentored research throughout his/her five year tenure with theprogram.This experience will be translated into learning activities in theirlow achieving rural school districts. MTFs are currently enrolledin two graduate courses. The first is an introduction to the CRWand provides the background and tools to confidently set up andrun a research project that will ultimately be adjusted for classroomuse. Teachers learn the history of human use and alterationin the watershed as well as the important ecosystem functionswetlands provide. Our presenters include research facultyand IGERT fellows who discuss the restoration challenges, diversetaxa, important ecosystem functions and geophysicalproperties of the CRW. The second course, Scientific ResearchMethods for Teachers, exposes the MTFs to the research process,concentrating on generating a scientific hypothesis and thefundamentals of experimental design. Our multidisciplinary presentersreturn for these sessions to describe specific methodsthey use in the CRW to answer their own research questions.The product of the courses is a research proposal that each MTFwill conduct during the summer. The poster will focus on theresearch projects teachers have developed and will generallydescribe the place‐based learning activities of our unique communityof problem solvers.93Title: SEL Partnership: Southern University Baton Rouge(SUBR), the East Baton Rouge Parish School System (EBRPSS),and Louisiana State University (LSU)NSF Noyce Award Number: 0733802Principal Investigator: Joseph MeyinsseEmail: Lshaw8944@aol.comInstitution: Southern University and A&M CollegeCo‐PI(s): Luria Young (SUBR), James Madden (LSU), Annie Henderson(SUBR), James Madden (LSU), and Brenda Nixon (LSU)Presenter(s): Luria Young, Southern University Baton Rouge,Lshaw8944@aol.comT'Era Hartfield, tera_hartfield@yahoo.comThis is a Phase I project, involving a partnership among SouthernUniversity Baton Rouge (SUBR), the lead institution, the EastBaton Rouge Parish School System (EBRPSS) and Louisiana StateUniversity (LSU) [SEL Partnership]. Other organizations that contributedto the project included the Louisiana Resource Centerfor Educators and Teach Baton Rouge (non‐profits that offeralternate teacher certification programs). The overall goal is torecruit strong STEM majors who are in or beyond their third yearof study into programs that lead to secondary‐teacher certification.Most candidates came from SUBR, but the program wasopen to minority students from LSU in cases where this wouldenhance the overall goals of the project.The LSU Geaux Teach program, developed with funding fromNSF STEMTP and Noyce Scholars programs, provides resourcesand infrastructure such as customized courses, field experiences,and mentoring. EBRPSS vigorously supports graduates throughteacher‐induction, assistance, and support services. Studentswho choose teaching late in their undergraduate programs maynot be able to fit all certification requirements into the time remainingbefore graduation. Therefore, alternative certificationprograms filled in where there was a need.94Title: Supporting St. Edward's University Noyce Scholars inYear Four: An Array of ActivitiesNSF Noyce Award Number: 0833123Principal Investigator: Steven FletcherEmail: stevenf@stedwards.eduInstitution: St. Edward's UniversityCo‐PI(s): Bill Quinn, Cindy Naples, Alice SessionsPresenter(s): Steven FletcherNoyce Scholars at St. Edward's University have been providedwith an array of support activities to prepare them for classroomteaching in high needs schools. In the fourth year of our grant,we have provided the following support mechanisms: a). Aweek‐long summer professional development institute for thescholars, b.) support through field‐intensive clinical field experiencesin the classroom, c.) a series of evening professional developmentseminars with expert teachers on inquiry‐based teachingstrategies, d.) trips to national conferences in math and scienceteaching, e.) the addition of a strong technology componentto the induction phase of the program with the use of iPadsas a tool for mentoring support, professional reflection, Noycecommunity building, and teaching in the classroom.2012 NSF Robert Noyce Teacher Scholarship Program ConferenceA38


PI POSTER ABSTRACTS95Title: The Noyce Program at Saint Joseph's UniversityNSF Noyce Award Number: 0934713Principal Investigator: Sandra FillebrownEmail: tberezov@sju.eduInstitution: St. Joseph's UniversityCo‐PI(s): Tetyana Berezovski, Karen Snetselaar, Michael Clapper,Michael McCann.Presenter(s): Tetyana Berezovski, St. Joseph's University, tberezov@sju.eduThe Noyce Program at Saint Joseph's University has three majorcomponents. First, freshmen and sophomore math and sciencemajors can apply for our 6 week summer internship program.The third cohort of Noyce Interns are working with two charterschools in Philadelphia: Philadelphia Electric and TechnologyCharter High School and Maritime Academy Charter High School.The Noyce interns work with teachers providing summer enrichmentactivities in math and science. Second, students enrollingin our 5‐year BS/MS programs in math and science education areeligible for scholarships during their senior and fifth year. Wecurrently have 7 scholars at various points in their program. Andthird, students are supported in their beginning teaching careersthrough the Urban Teacher Collaborative. These monthly meetingsare led by Michael Clapper, and discussions focus on variousissues of importance to the teachers.96Title: Preparing Teacher Leaders in MathematicsNSF Noyce Award Number: 0934878Principal Investigator: Kimberly ChildsEmail: beverlyll@sfasu.eduInstitution: Stephen F. Austin State UniversityCo‐PI(s): Lesa Beverly, Deborah Pace, and Betty AlfordPresenter(s): Lesa Beverly, Stephen F. Austin State University,beverlyll@sfasu.eduThe Texas Leadership Initiative: Mathematics Instruction Transformed(Texas LIMIT) project is focused on the development ofmathematics teacher leaders in rural East Texas. Nearly allschool districts surrounding Stephen F. Austin State Universityare high needs districts and professional development opportunitiesfor teachers in these districts are limited as a result of locationand financial constraints. The Texas LIMIT project is providingan opportunity for these districts to have their masterteaching fellows receive training in leadership and coaching aswell as in the design and delivery of professional development inmathematics. This poster provides examples of the methodologiesused to accomplish this goal.97Title: Helping STEM Majors 'Test the Water' with TeachingNSF Noyce Award Number: 1136416Principal Investigator: Lesa BeverlyEmail: hubbardke@sfasu.eduInstitution: Stephen F. Austin State UniversityCo‐PI(s): Keith Hubbard, Dennis Gravatt, and Karen Embry‐JenlinkPresenter(s): Keith Hubbard, Stephen F. Austin State University,hubbardke@sfasu.eduIn our first year, Talented Teachers in Training for Texas (T4) setout to expand awareness of science and mathematics teachingthroughout the classic STEM pipeline, and at the same time attemptto hook high school students into the STEM pipeline. Ourstrategy was to actively recruit college freshmen and sophomoresto participate in three short term “feeder activities”. Thefirst activity was a STEM day bringing roughly 250 high schoolfreshmen, sophomores, and juniors to campus to do activitiesand hear talks about exciting areas in STEM. We recruitedroughly 80 college students as co‐presenters and campus guides.The goal was not only to welcome and present STEM possibilitiesto high school students, but to give college students a chance tointeract with high school STEM teachers and students. We alsorecruited them heavily for other T4 activities.Our second recruiting activity was a week long‐job shadow witha Noyce trained master math or science teacher. The collegestudents had to apply for this program, but were given a stipendfor their work, then asked to attend a debriefing session onprocessing what it would look like to be a teacher. Our thirdrecruiting activity was a 5‐day NASA summer experience wherecollege students are teamed with a NASA engineer, a certifiedmath or science teacher, and ten high school students to plan amission at NASA’s Clear Lake facility. Both of these programsrequired slightly more commitment and screening than STEMDay participation. We had 35 students apply for programs withmore commitment, however, all program activities ultimatelyserve to feed the Noyce scholarship program..In the first year, the main challenge was to publicize our recruitingevents and get students to signing up. We designed a website(t4.sfasu.edu), created fliers, held an information night, andplanned great events, but really it was reaching out to STEMmajors in the classroom that proved most effective. Gettingfaculty buy‐in was key. Our single most effective approach washaving a student’s instructor call them aside and suggest theprogram to them. The next most effective approach was our 16classroom presentations (which also depended on faculty invitingus in). Our poster will focus most specifically on our strategyfor recruiting, replete with setbacks and successes from the firstyear.A392012 NSF Robert Noyce Teacher Scholarship Program Conference


PI POSTER ABSTRACTS98Title: The Stony Brook University CESAME Robert Noyce ProgramsNSF Noyce Award Number: 0531856Principal Investigator: Keith SheppardEmail: keith.sheppard@stonybrook.eduInstitution: Stony Brook UniversityCo‐PI(s): Lisa Berger, Linda Padwa, and David BynumPresenter(s): Keith Sheppard, Stony Brook University,keith.sheppard@stonybrook.eduThe Robert Noyce Scholars Program at Stony Brook University isdirected through the Center for Science and Mathematics Education(CESAME).which recruits, selects, educates and mentorsoutstanding science and mathematics majors to teach in highneeds schools in the region. The Noyce scholars are educated incontent and a process rich curriculum. They utilize age appropriatepractical activities to enhance student learning.Additionally newly appointed Noyce supplemental fellows, whoare already working in high needs schools are involved in presentingworkshops to the Scholars. These workshops includeparent teacher communication, English language learner strategiesand modifying classroom culture. This represents a newphase in the development of a cadre of professional, highlyqualified science and mathematics teachers committed to educatingstudents in high needs schools.99Title: Western New York Noyce Scholars Partnership at BuffaloState College: Effectiveness Study of Phase I and II S&S STEMTeachersNSF Noyce Award Number: 1035360Principal Investigator: Luanna S. GomezEmail: gomezls@buffalostate.eduInstitution: SUNY College at BuffaloCo‐PI(s): Jane Cushman, Catherine Lange, Dan MacIsaac, andDavid WilsonPresenter(s): Luanna Gomez, SUNY College at Buffalo,gomezls@buffalostate.edu; Jane Cushman, cushmajr@buffalostate.edu;Kathleen Falconer, falconka@buffaflostate.edu;David Henry, henryd@buffalostate.edu;Catherine Lange,langecl@buffalostate.edu; Dan MacIsaac, macisadl@buffalostate.edu;David Wilson, wilsondc@buffalostate.edu;Joseph Zawicki,zawickjl@buffalostate.edu, SUNY College at BuffaloThe Western New York Noyce Scholars Partnership at BuffaloState College (BSC) has supported 47 individuals seeking initialNew York State STEM teacher certification with scholarships andstipends totaling about $500,000 from two Noyce grants. Thecurrent grant, a phase II S&S project, includes a research studydesigned to document the extent to which BSC Noyce S&S recipientsapply interactive‐engagement teaching methods in theprecollege STEM classroom.We have chosen to use the Reformed Teaching ObservationProtocol (RTOP) as one method by which to characterize STEMteaching behaviors. RTOP was developed at Arizona State Universityas a classroom observational instrument with which atrained rater may quantify the relative amount of best teachingpractice present in a STEM classroom. In our case, the protocol isbeing administered and analyzed by a team of master teachersled by Kathleen Falconer, project research consultant, on a regularbasis throughout the school year.We intend to extend this characterization by examining resultsfrom high‐stakes NYS assessments, among others, of our teacherparticipant’ students. It is our objective to carry out this processwith about 15 of our scholars during their first 2 to 5 years ofteaching. The results will be used to identify project activitiesthat may effectively monitor and support BSC Noyce scholarswhile students and during their initial years of teaching. Thisposter will describe the study and some of its preliminary results.100Title: Reflective Pathways: The Impacts of an Urban ScienceTeaching Field Experience on Undergraduates Decisions toTeach Science in a High‐need New York City SchoolNSF Noyce Award Number: 0934857Principal Investigator: Paul J. BischoffEmail: paul.bischoff@oneonta.eduInstitution: SUNY College at OneontaCo‐PI(s): Jim Ebert; Todd Ellis; Paul French and John SchaumloffelPresenter(s): Paul J. Bischoff, SUNY‐Oneonta,bischopj@oneonta.eduThe purpose of this research was to analyze the reflective considerationsthat distinguish pre‐service science education majorscommitted to high‐need urban teaching careers from those committedto high‐need rural careers. Essays designed to exposetheir (n = 22) considerations of teaching in New York City (NYC)written before, immediately after, and 2‐weeks following a oneweekcultural, and science teaching internship experience werecoded to reveal distinguishing reflective thought patterns. Theresults showed that those (16/22) whose final essay showedcommitment to NYC teaching viewed themselves positively asurban teachers, and that increases in positive self‐perceptionswere paralleled by increases in affinity towards urban life andurban schools. Those not inclined to NYC teaching (6/22) expressedincreasingly negative views of themselves as urbanteachers, urban life, and urban education generally. The resultshave indications for scholarship programs designed to curtail thescience teacher shortage in high‐need rural and urban areas.2012 NSF Robert Noyce Teacher Scholarship Program ConferenceA40


PI POSTER ABSTRACTS101Title: SUNY Cortland Noyce ProjectNSF Noyce Award Number: 0934777Principal Investigator: Gregory PhelanEmail: gregory.phelan@cortland.eduInstitution: SUNY CortlandCo‐PI(s): Rena Janke, Larry Klotz, and Mary GfellerPresenter(s): Gregory Phelan, SUNY Cortland,gregory.phelan@cortland.eduRena Janke, SUNY Cortland, rena.janke@cortland.eduKerri Freese, SUNY Cortland, kerri.freese@cortland.eduThe SUNY Cortland Noyce Project proposes to award 50 scholarshipstotaling $670,000 to highly qualified science and math majors,or career changers, seeking to become K‐12 teachers. Thirty‐five scholarships (10 graduate and 25 undergraduate) havebeen awarded to 27 Noyce Scholars. The average GPA of undergraduateNoyce Scholars at time of application is 3.6. Sixty‐nineapplications were received by the end of the Project’s secondyear, May 31, 2011.Primary recruitment methods include campus and communityoutreach. Campus outreach includes SUNY Cortland websitearticles and Scholar spotlights, campus and alumnae newsletters,posters, information sessions, and faculty education. Communityoutreach includes press releases, science fair participation,public service announcements, and rack card distribution atcareer centers and the local business showcase.A second year of Noyce Scholar workshops, addressing issuesrelated to successfully teaching in a high‐need environment,were well‐attended. Sixteen Scholars and teachers from localhigh‐need districts participated in a two‐hour ”walk and talk”event at the local nature center. Thirty‐five Scholars, teachersand faculty attended a more formal workshop session at SUNYCortland. The workshops have shown to be successful in buildinga solid Noyce community both within the campus and within theCentral New York region, and strengthening the skill set of NoyceScholars.102Title: The Syracuse University Noyce Scholars Program for Scienceand Mathematics Teachers: Preparing STEM Educators forHigh‐Needs Rural and Urban Schools.NSF Noyce Award Number: 0934841Principal Investigator: John W. TillotsonEmail: jwtillot@syr.eduInstitution: Syracuse UniversityCo‐PI(s): Sharon Dotger, Joanna Masingila, Jason Wiles, andEileen StrempelPresenter(s): John W. Tillotson, Syracuse University, jwtillot@syr.eduLaura Stanley, Syracuse University, listanle@syr.eduThe Syracuse University Noyce Scholars Program for Science andMathematics Teachers (SU‐Noyce) is a multi‐faceted projectinvolving Syracuse University and the Upstate Louis Stokes Alliancefor Minority Participation (LSAMP) consortium, partneringwith area high‐needs school districts and a network of informalSTEM education centers from across central New York with thegoal of increasing the number of highly‐qualified science andmathematics teachers teaching in our nation’s neediest schools.The specific goals of the project include: 1) Offering substantialscholarships to prepare 36 additional highly‐qualified secondarymathematics and science teachers (years 2‐5 of the project), afull 41% increase over the current capacity; 2) Creating a multimediarecruitment and advertising campaign to attract a diverseand academically gifted pool of applicants for the SU‐NoyceScholars Program (years 1‐5); 3) Offering 24 paid summer internships(6 per year during years 2‐5 of the project) for talentedSTEM undergraduates to participate in service learning programsworking with students from high‐needs schools; 4) Facilitatingthe supported transfer of diverse STEM majors from our communitycollege partners into SU’s teacher education programs; 5)Providing a robust and sustained mentoring and professionaldevelopment program for the SU‐Noyce Scholars during theirfirst three years of teaching in a high‐needs school; and 6) Conductinga rigorous external project evaluation to measure theoverall effectiveness of the SU Noyce Scholars program on anannual basis.Our poster session will report on the outcomes of specializedprofessional development workshops for our first two cohorts ofNoyce Scholars focused on strategies for success in teachingscience and mathematics in high‐needs urban and rural schools.We will also share the evaluation results from our first two yearsof offering summer internship opportunities in informal STEMcenters, as well as some of the challenges we have faced in recruitingNoyce applicants.103Title: TTU STEM Majors for Rural Teaching (TTU‐SMaRT)NSF Noyce Award Number: 1136403Principal Investigator: Stephen RobinsonEmail: sjrobinson@tntech.eduInstitution: Tennessee Technological UniversityCo‐PI(s): Holly AnthonyPresenter(s): Stephen Robinson, Tennessee TechnologicalUniversity, sjrobinson@tntech.eduThe TTU STEM Majors for Rural Teaching (TTU‐SMaRT) programis a new Phase I Noyce Scholarship program at Tennessee TechnologicalUniversity (TTU). We are recruiting from the more than2300 STEM majors at TTU with the aim of producing approximately24 certified teachers in Math, Physics, and Chemistry forthe rural Upper Cumberland region of Tennessee over the 5‐yearA412012 NSF Robert Noyce Teacher Scholarship Program Conference


PI POSTER ABSTRACTSlife of the program. For the most part, it is expected that teachinglicensure will be obtained via a combination of selected undergraduatecourses and a one year post‐baccalaureate program.We are partnering with several Upper Cumberland LEA'sto facilitate teaching residency and job placement. Another significantpartnership is with the Millard Oakley STEM Center onthe TTU campus, through which we will offer exploratory earlyteaching experiences and mid‐program internships. During thefirst 9 months of the program we have developed recruiting materials,set up a website, held informational meetings, and begunrecruiting participants for an early teaching experience, a well asour first cohort of Noyce scholars.104Title: TAMU aggieTEACH Robert Noyce Scholarship ProgramNSF Noyce Award Number: 0934887Principal Investigator: Timothy P. ScottEmail: tim@science.tamu.eduInstitution: Texas A&M UniversityCo‐PI(s): Carolyn M. SchroderPresenter(s): Timothy P. Scott ,Texas A&M University,tim@science.tamu.eduJose Amaya, Texas A&M University, j.amaya401@gmail.comThe goal of the TAMU aggieTEACH Program is to provide scholarshipsto approximately 20 students ‐ junior/senior level undergraduatestudents majoring in science, technology, engineering,and mathematics (STEM) pursuing teaching careers in grades 8‐12. For the third year, 15 scholarships have been awarded: 10Scholars are female and 5 are male; 11 are mathematics majorand 4 are science majors. Texas A&M University continues tolead the state in the production of university prepared scienceand mathematics teachers. The aggieTEACH Noyce ScholarshipProgram offers financial support to these students as they completetheir teacher preparation program as well as programmaticactivities focused on preparing exceptional science and mathematicsteachers.Our poster presentation will describe the components of theaggieTEACH Program and the aggieTEACH Noyce ScholarshipProgram. We will demonstrate that our aggieTEACH NoyceScholars rank high among their peers and that our recruitmentefforts in maintaining a high level of STEM majors pursuingteaching have been successful. We will present all program activitiesthat our Scholars have participated in and will spotlightcollaboration among districts and other funded programs of theCenter of Mathematics and Science Education linked to theaggieTEACH Noyce Scholarship Program. We will highlight twonew programs for this year, the aggieTEACH Tutor Program andthe TAMU STEM Teacher Preparation Academy. Lastly, we willshare preliminary evaluation of our project regarding students’perceived intent to teach beyond scholarship requirements.105Title: Self‐determination and Perceptions of Teaching in NoyceScholarsNSF Noyce Award Number: 0833326Principal Investigator: Jerry DwyerEmail: jeffrey.lee@ttu.eduInstitution: Texas Tech UniversityCo‐PI(s): Dominick Casadonte, Jeffrey M. Lee, LawrenceSchovanec, and Tara StevensPresenter(s): Jeffrey M. Lee, Texas Tech University, jeffrey.lee@ttu.eduNoyce Scholars completed a series of measures to evaluate theirself‐determination, perceptions of autonomy support providedby their mentors, and perceptions of the field of teaching. Overall,the scholars had positive perceptions of the teaching professionand reported low impersonal qualities and controlling qualities,but high levels of autonomy. This suggests that the scholarstended to not depend on rewards or other controls (e.g., emphasizingwealth, fame, or other extrinsic factors) and instead appearedto seek activities that are interesting and challenging.Although statistically significant changes were not observed betweenthe second and third year project measures scores, participantsreceiving the Noyce summer stipends reported significantlylower levels of controlling qualities after engaging in theirsummer teaching assignments. The Noyce summer stipends areawarded to expose math and science majors to teaching.106Title: The Tougaloo College Robert Noyce Teacher ScholarshipProgramNSF Noyce Award Number: 1136765Principal Investigator: Bettye Sue HenningtonEmail: bhennington@tougaloo.eduInstitution: Tougaloo CollegeCo‐PI(s): Pamela RussPresenter(s): Bettye Sue Hennington, Tougaloo College, bhennington@tougaloo.eduTougaloo College, a minority‐serving institution, is awarding two‐year scholarships to talented, upper‐level students with a majorin biology, chemistry, mathematics or physics who desire certificationin secondary education and are committed to completingfour years of teaching in grades 7‐12 in high‐need school districtsin Mississippi. The substantial curriculum is being driven by clinicalfield‐based experiences in formal and informal settings, seminars,and workshops in collaboration with established localschool districts and community partners. The Noyce Program isbeing structured around undergraduate and post‐graduate mentoringby STEM and Education Division faculty and master 7‐12teachers, professional development activities and networking.Scholars are being prepared to enter the 7‐12 STEM classroomsas highly qualified, highly effective teachers and are provided2012 NSF Robert Noyce Teacher Scholarship Program ConferenceA42


PI POSTER ABSTRACTSresources and support to ensure teacher retention. Pre‐NOYCEactivities such as teaching in the college's Summer Science Programare made available to freshmen and sophomores who wishto ultimately apply for NOYCE scholarships. Program objectivesare to provide: 1) scholarships for junior and senior majors fromBiology, chemistry, mathematics and computers, and physics,who have demonstrated an interest in obtaining teacher certification;2) a substantial curriculum that includes extensive clinicalexperience in the classroom and professional development forpreparation to enter the 7‐12 science and mathematics classroomas a highly qualified and highly effective teacher; 3) resourcesand support to ensure teacher retention.107Title: Reflections on the Third Year of the Towson UniversityRobert Noyce Teacher Scholarship ProgramNSF Noyce Award Number: 0934751Principal Investigator: David A. VankoEmail: dvanko@towson.eduInstitution: Towson State UniversityCo‐PI(s): Jeff Passe, Todd Kenreich, Donald A. Thomas, and JaneL. WolfsonPresenter(s): Tissa Thomas (Project Administrator),TThomas@towson.eduTowson University’s (TU) Noyce program awards scholarships tojuniors and seniors and graduate stipends for those who areseeking certification to teach in the STEM disciplines through theMaster of Arts in Teaching. The program features recruitment,summer activities, induction activities and a monitoring/evaluation program. It reflects a strong and long‐standing collaborationof TU’s Jess and Mildred Fisher College of Science andMathematics and the College of Education. The program wasintentionally designed to attract high caliber students whosefinancial needs might otherwise prohibit their entry into teacherpreparation. This is being accomplished through careful coordinationwith our NSF STEP grant involving TU, Baltimore CityCommunity College and the Baltimore City Public School Systemcurrently in its third year, our Hackerman Academy outreachprograms, our two NSF S‐STEM grants, and several other existingprograms that provide opportunities to identify and mentor adiverse pool of teacher preparation candidates.In each of the first two years, five undergraduates and two MATstudents were awarded scholarships or stipends, respectively.Recruiting efforts focus on TU STEM majors, particularly TUSTEM‐secondary education students, and the five or six communitycolleges that traditionally supply almost half of Towson’sundergraduate population via the transfer pathway.In this third year of the program, we awarded 11 scholarshipsand 4 graduate student stipends. This is a doubling of new Noycescholars relative to the last year. Much effort has been placedon providing opportunities for the Scholars to carry out hands‐on activities with children during various outreach activities. Forexample, our Saturday Morning Science series, led by HackermanAcademy of Mathematics and Science Director, and formerastronaut, Dr. Don Thomas, features an hour of hands‐on activitiestied to the topic of that Saturday’s presentation. Frequently,Scholars volunteer to develop and implement one of the handsonscience activities. Others volunteer as local science fairjudges, or they work with students during classroom visits to theuniversity arranged by their teachers or the Hackerman Academy.Feedback from the scholars suggests that these activitiesare highly valued.Our program continues to hold its Annual Fall Banquet welcomingnew scholars and introducing them to current ones, monthlymeetings, scheduled and ad hoc peer mentoring/tutoring, andother social events for community development. The programmaintains communication with all twenty nine scholars, includingthe 8 that have graduated and are teaching (7) or continuingtheir education (1).Graduates who are teaching report that one of their biggestchallenges is classroom management, which has led to rich discussionsabout this topic at the monthly meetings. This is oneexample of the benefit of maintaining contact with graduates,something that can benefit both the graduates and the teachersin training.108Title: Recruiting and Supporting STEM Career Changers: TheNoyce Teaching Fellows Program at Trinity UniversityNSF Noyce Award Number: 0934836Principal Investigator: Shari AlbrightEmail: jnordine@trinity.eduInstitution: Trinity UniversityCo‐PI(s): Patricia Norman and Jeffrey NordinePresenter(s): Jeffrey Nordine, Trinity University, jnordine@trinity.eduPatricia Norman, Trinity University,Patricia.Norman@trinity.eduHenrietta Freeman, henrifree@yahoo.comAbigail Drake, adrake1@trinity.eduThe decision to change careers is typically a difficult one, andSTEM professionals face a variety of challenges when deciding totransition into teaching. These challenges include family logisticsas well as social and financial concerns. In this poster, we presentstrategies utilized in Trinity University’s Noyce TeachingFellows Program as we recruit and support career changers asthey pursue a Master of Arts in Teaching degree and transitioninto their teaching career. Such strategies include individualizedpre‐enrollment preparation plans, interactions with previousTeaching Fellows, and coursework designed to encourage connectionsbetween theory and practice in STEM teaching. OurA432012 NSF Robert Noyce Teacher Scholarship Program Conference


PI POSTER ABSTRACTSTeaching Fellows are high achieving professionals who have reporteda high level of satisfaction with the Trinity program and astrong sense of efficacy as they enter the teaching field.109Title: Recruiting Outstanding STEM Majors: The Noyce SummerInternship at Trinity UniversityNSF Noyce Award Number: 0934835Principal Investigator: Shari AlbrightEmail: pnorman@trinity.eduInstitution: Trinity UniversityCo‐PI(s): Patricia Norman and Jeffrey NordinePresenter(s): Patricia Norman, Trinity University,Patricia.Norman@trinity.eduJeffrey Nordine, Trinity University, jnordine@trinity.eduAbigail Drake, adrake1@trinity.eduHenrietta Freeman, henrifree@yahoo.comWith a large number of STEM undergraduate majors, a superlativeteacher education program, and a “minority‐majority” city inneed of highly qualified K‐12 science and mathematics teachers,San Antonio’s Trinity University is ideally suited to implement aPhase II Noyce scholarship and stipend program. For manyyears, Trinity has enjoyed a 100% placement rate for certifiedteachers who have completed its Master of Arts in Teaching(M.A.T.) program.Thus our problem is not how to place such prized graduates, buthow to encourage the very best undergraduate STEM majors tobecome teachers in the first place.After studying the shortage of math and science teachers carefullyand learning from our past Noyce experience, Trinity’s Departmentof Education concluded that several specific issuesmust be addressed in our Phase II activities: recruitment, preparation,early‐career support, and opportunities for life‐longlearning. This four‐pronged agenda mirrors recommendationsfrom the National Commission on Mathematics and ScienceTeaching for the 21st Century (2000). This poster focuses on aninnovative recruitment strategy: the Noyce Summer Internship.To support STEM majors to consider teaching early in their collegiatecareers, the Noyce summer internship program targetsfour rising sophomores and juniors. Noyce summer interns completea 10‐week on‐campus internship with two distinct components.First, interns serve as teaching assistants and peer mentorsfor local high school students taking math and sciencecourses through Trinity’s Upward Bound program. UpwardBound is an academic enrichment program for aspiring firstgenerationand low‐income college students.Second, interns simultaneously complete a laboratory‐basedresearch project in cooperation with a faculty advisor in theiracademic major. Summer interns receive a stipend of $4,500,free on‐campus housing, training and support for working withhigh school students in a classroom, an opportunity to collaboratewith a faculty member on original research in their academicdiscipline, and faculty assistance preparing an end‐ofsummerresearch presentation and poster. We report resultsfrom the first two years of this recruitment program, 2010 and2011, including findings from focus group interviews and surveydata.110Title: The Urban Math and Science Teacher CollaborativeNSF Noyce Award Number: 1035342Principal Investigator: Eric Todd QuintoEmail: todd.quinto@tufts.eduInstitution: Tufts UniversityCo‐PI(s): Linda Beardsley, Barbara Brizuela, Hugh GallagherPresenter(s): Eric Todd Quinto, Tufts University MathematicsDepartment, todd.quinto@tufts.eduThe Tufts University Robert Noyce Teacher Scholarship Program,the Urban Mathematics and Science Teacher Collaborative(UTTC), is a partnership between the Tufts Education, Mathematics,and Physics departments, the Center for Applied SpecialTechnology (CAST), and three Boston public schools. UTTC wasdesigned to address the critical demand for highly qualifiedmathematics and science teachers in high‐need districts, especiallythose that serve urban communities.In 2011, the program recruited its first cohort of 8 Master of Artsin Teaching (MAT) students; each had a bachelor’s degree inmathematics, physics, or engineering. Five are focusing on highschool mathematics, 1 on middle school mathematics, and 2 inhigh school physics. The second cohort is being admitted now,and we have a 20% increase in applications in the past year.Applications to our mathematics and science teacher preparationprogram have more than doubled in the last 4 years. Wethink this is in no small part due to the Noyce Scholarship Program.This Scholarship Program was built on the successes from manyNSF‐supported projects at Tufts, as well as the UTTC, a residencyprogram in which interns work under the supervision of experiencedmentor teachers who are leaders in their school communities.This mentoring relationship will continue, especially duringthe first four subsequent years of teaching. Teaching Fellowsenroll in either of two graduate‐level courses that integrate subjectmatter and pedagogical content knowledge in the areas ofmathematics or physics. These courses have been developedexpressly for this program by PIs in the Mathematics, Physics,and Education Departments, but other teachers and studentsare invited to enroll in them. The mathematics course is offeredat the participating school sites and Master Teaching Fellowsparticipate by discussing content and providing perspective.Additionally, Teaching Fellows work on a project with CAST thatcan lead to Special Education certification.2012 NSF Robert Noyce Teacher Scholarship Program ConferenceA44


PI POSTER ABSTRACTSThis project also has a research and evaluation componentthrough which we document and describe the progress of theNoyce Fellows and assess the impact of the program. Data collectioninvolves conceptual and epistemological surveys, videotapingof classroom teaching, and face‐to‐face interviews.In our poster, we will report what has worked and what we needto improve. We will describe how we recruited Teaching Fellowsand Master Teaching fellows, as well as our ongoing mentoring;how our courses combine pedagogy and subject matter knowledge;and how we have changed the courses using feedbackfrom our students. Finally, we will reflect on what we havelearned from our research and evaluation and what we need towork on.111Title: The Tuskegee University Robert Noyce Teaching Scholarsin Mathematics and Science Education in the Alabama BlackBeltNSF Noyce Award Number: 0934545Principal Investigator: Walter HillEmail: cmorris@mytu.tuskegee.eduInstitution: Tuskegee UniversityCo‐PI(s): Carlton E. Morris, Melvin Gadson, Dennis Likens, andMohammed A. QaziPresenter(s): Carlton E. Morris, Tuskegee University, cmorris@mytu.tuskegee.eduThis Noyce scholarship program partners Tuskegee Universityand seven school districts in the Alabama Black Belt to addressshortages of science and mathematics teachers in these districts.The program responds to these shortages by encouraging juniorsand seniors (Noyce Scholars) majoring in the fields of AnimalScience, Biology and Mathematics at Tuskegee to concurrentlypursue a second degree in general science education or inmathematics education. Once all the requirements for teachingcertification are complete, for which a fifth year of study isneeded, the graduates of the Tuskegee Noyce program assumeteaching positions in one of the partnering schools. Equippedwith a contemporary mathematics and science teacher educationfoundation and a solid formation in the STEM content areas,the Noyce program graduates are poised to make a positive impactin augmenting the quality and quantity of highly qualifiedteachers of science and mathematics in the Alabama Black Belt.We anticipate recruiting a total of eighteen Noyce Scholars atTuskegee during this five year project. In the three years sincethe project has been instituted, nine STEM majors have joinedthe Noyce program, two of which graduated in May 2011 andwere subsequently placed in partner school districts. This posterdescribes key programmatic aspects of the Noyce Scholarshipprogram at Tuskegee University and its accomplishments todate.112Title: Outcomes of and Lessons Learned in a Five‐Year NoyceScholarship Program at the University of ArkansasNSF Noyce Award Number: 0733841Principal Investigator: Gay StewartEmail: johns@uark.eduInstitution: University of ArkansasCo‐PI(s): Po‐Hao Huang, Mike Wavering, Dennis Brewer, DebbyKorthPresenter(s): John Stewart, University of Arkansas,johns@uark.eduThe University of Arkansas received a Noyce Scholarship Grant inthe fall of 2007 and has since received two supplements to theoriginal funding. The original goal of this Uark‐Noyce programwas to produce 36 new STEM teachers by granting Noyce Scholarships.These scholarships would provide support for STEMgraduates who wish to enter the University of Arkansas (UA)Master of Arts in Teaching (MAT) program. The Noyce Programhas been fully subscribed with all planned scholarships offered.The key to both funding and implementing the program hasbeen a strong, well‐planned, multi‐faceted recruitment effortand building on capabilities and partnerships developed in otherfunded projects.This poster presents a sample of the professional outcomes ofour Noyce scholars. We will summarize our experience with avariety of recruiting strategies and experiences working withschool districts in the placement and mentoring of scholars. Wewill also discuss features that grew out of the administration ofthe program and features we wish we had built in at the beginning.113Title: Robert Noyce Summer Internships and Scholarships EncourageCal Teach Berkeley Undergraduates to Explore Teachingas a CareerNSF Noyce Award Number: 0934951Principal Investigator: Deborah NolanEmail: nolan@stat.berkeley.eduInstitution: University of California, BerkeleyCo‐PI(s): George Johnson, and Xiaoxia NewtonPresenter(s): Atalie ChanCal Teach Berkeley is an interdisciplinary teacher education programthat allows undergraduate students to complete their degreesin math, science or engineering while simultaneously earninga single‐subject teaching credential with a focus on teachingin urban schools. Students are offered internship and scholarshipopportunities to encourage them to explore teaching as a careerand/or commit to teaching. Cal Teach Berkeley awards paid summerinternships to lower division students with local professionaldevelopment, research and outreach institutions. In addition,the program awards Noyce Scholarships to upper divisionA452012 NSF Robert Noyce Teacher Scholarship Program Conference


PI POSTER ABSTRACTSstudents who commit to completing their disciplinary degree, toobtaining their teaching credential and to teaching math or sciencein a high‐need school.We present our preliminary findings about the effectiveness ofthe summer internships on recruiting the interns to participatein the Cal Teach Berkeley program in their subsequent undergraduateyears. Furthermore, we present an update on ourscholars’ future plans and commitment to teaching, and describewhat we have learned about how our students prepare to becometeachers. We are in the process of putting structures inplace to increase recruitment and retention in the Cal Teachprogram, as well as to support the scholars’ beginning years inteaching.114Title: Developing Master Teachers: Math for America BerkeleyNSF Noyce Award Number: 1136432Principal Investigator: Deborah NolanEmail: emstone@berkeley.eduInstitution: University of California, BerkeleyCo‐PI(s): George JohnsonPresenter(s): Elisa Stone, emstone@berkeley.eduMath for America (MfA) Berkeley was launched in 2010 to supportlocal math and science teachers to become Master Teachersand leaders. MfA Berkeley provides five years of professionaldevelopment (PD) designed to strengthen teachers’ disciplinaryeffectiveness and gain important leadership training and experience.MfA Berkeley is built on a framework that involves threedimensions of master teaching: teaching expertise and classroomaccomplishment, mentoring expertise and contributions tocolleagues, and leadership and school improvement capacity.Based on recent research, the program addresses these dimensionsand works to meet the needs of each teacher as they movethrough the program.MfA Berkeley begins with a focus on teacher inquiry. Projectsinclude examining students’ math understanding through aniterative writing process, and exploring student learning andengagement in lessons that utilize GeoGebra. Following thiswork, fellows enrich their content knowledge through a structuredresearch lab experience, and receive support to translatethis work into classroom lessons. Work from the first cohortincludes lessons such as an exploration of ratios, proportions,and linear regression using census data, and an investigation oftime‐lapsed photographs to investigate key themes in evolution.In the second year, teachers pursue National Board Certification,a process that entails critical examination of and deep reflectionon teaching and learning. The third year involves a teacher‐inresidenceprogram, which is designed to leverage the strength ofopportunities that are offered at UC Berkeley all the while providinga tailored PD experience. In the last two years of the program,each fellow assumes a school leadership role all the whilecontinuing to improve upon their practice through workshops,conferences, and the like.MfA Berkeley is in its early stages of evaluation. There are fourmain questions guiding our evaluation: (1) How does MfA affectthe teaching/leadership of fellows? (2) Does MfA influenceschool culture in math and science teaching? (3) What is theimpact of the MfA program beyond the individuals involved? (4)What role does having a cohort play for individuals or schools?To answer these questions, we are collecting background informationfrom each fellow and baseline student achievementdata, as well as surveys, interviews, and field notes from each ofthe PD experiences.115Title: UCI Cal Teach Noyce Summer Intern & Scholarships ProgramNSF Noyce Award Number: 0934928Principal Investigator: Brad HughesEmail: bhughes@uci.eduInstitution: University of California, IrvineCo‐PI(s): Debra Mauzy‐Melitz, Sue Marshall, Beth VanEs, andDavid Bader (James Wood)Presenter(s): Brad Hughes, UCI, bhughes@uci.eduThe UCI Cal Teach Noyce Summer Intern & Scholarships Programhas two primary components, including the Summer Internshipsfor freshman and sophomores along with the Scholarships forsenior students involved in their student teaching. The summerinternship program provides opportunities for early STEM majorsto explore teaching in informal science centers (ISC), such asthe Aquarium of the Pacific, Discovery Science Center, CrystalCove Alliance, and UCI Sailing Summer Camps. The Noyce scholarshipsprovide funding to offset tuition for STEM majors to concurrentlypursue a bachelor’s degree and a teaching credential ina STEM field and complete both degrees in four academic years.During the 2010‐11 academic year, twenty UC Irvine undergraduatestudents were recruited to participate in a summerinternship at ISCs. In 2011‐12, twenty more interns were acceptedinto the program, three of them are 'Advanced Interns',which was added to the program to create a leadership continuumamong the undergraduates. Two scholarships have beengranted in the 2011‐12 academic year.All of the interns have had previous teaching experience at the K‐6 and/or 7‐12 levels. The 2010‐11 interns reported gainingstrong collaboration and reflection skills after completing theirinternship. They are very excited about being part of this project.They report believing that it will be an excellent opportunity toimprove their technology, teaching, communication, and lessonplanning skills and will give them the chance to find out if theywould enjoy a career in teaching. The majority of interns arefemale, which will provide additional female science and mathteacher role models in the secondary schools. Because less than2012 NSF Robert Noyce Teacher Scholarship Program ConferenceA46


PI POSTER ABSTRACTSThe UCR Noyce Scholarship Program builds on innovative precredentialcurricular foundations established at UCR under theauspices of our CalTEACH Science Mathematics Initiative (SMI).UCR’s SMI and Noyce Scholarship Programs together create apathway of teacher preparation that can extend from the freshhalfof the 2010‐11 interns felt comfortable using video basedlearning and video cameras, changes were made to the 2012internship design to expand this training. The 2011‐12 internswere exposed earlier and at a more advance level to video basedlearning and video production and editing procedures with thePI offering a whole day of individualized video shooting in aclassroom for each intern and also supervised editing training inthe media lab. Additional changes were made in the programdesign to increase intern’s ability to understand and developlesson plans.Internships are designed to serve as a recruitment tool for findingnew STEM teachers and as such 47% (2010), 27% (2011) and53% (2012) of the interns are unsure about pursuing a career inteaching and with the coming years of data we will find how wellthis internship achieves as a recruitment tool. Interns learn skillsof video production and editing to support them in Video Clubanalysis of developing pedagogical skills. Many videos will beshown along with the poster presentations. These videos will beedited into documentaries on our program and as a recruitmentcommercial tool for teaching. As these Interns proceed to becomeScholars, their Video Club skills will be applied in onlinelearning communities, and they will also be trained in professionaldevelopment facilitation skills to encourage them to becometeacher leaders beyond their training at our university.Of the 2010‐11 interns, 63% were Caucasian or Asian, which hasincreased to 71% for the 2011‐12 Cohort. Of the 2011‐12 cohort,18% are identified as Hispanic. We believe this is partially due tothe demographics of UC Irvine undergraduate population. Aftercompletion of the 2011 internships, 90% of the cohort wouldpursue teaching because they enjoy teaching information toothers and working with children/teens. All three cohorts enteringthe program reported having weaker skills in some areas oftechnology, presentation techniques, and lesson planning. Takingthis into consideration, additional support and training toaddress these issues has increased throughout the three years ofthis program..Two female scholarship students have been accepted into theprogram. Their duties include attending professional developmentseminars, and creating and facilitating professional learningcommunities (PLCs) in STEM disciplines. As part of the scholarship,scholars are active in teaching in the K‐12 environmentand video‐based learning. The scholars will continue to teach inhigh‐needs schools for the following two years.116Title: Tipping the Balance to STEM Teaching: Recruiting andSupporting UCLA STEM UndergraduatesNSF Noyce Award Number: 1035164Principal Investigator: Joseph RudnickEmail: russell@chem.ucla.eduInstitution: University of California, Los AngelesCo‐PI(s): Arlene Russell, Jody Priselac, and Bruce RothschildPresenter(s): Arlene A. Russell, University of California,Los Angeles, russell@chem.ucla.eduGrounded on the “Planned Happenstance” theory* that chanceand unexpected opportunities play a significant role in mostpeoples’ career decisions, Tipping the Balance provides a oneweek,paid summer internship for STEM students interested inteaching. The synergistic confluence of a late September startfor the UCLA quarter system and the social‐justice focus of theUCLA Teacher Education Program provides ideal Noyce‐typeenvironments for internships for our STEM students who areconsidering teaching careers. Thirty‐six students completed theinternship during the week prior to the beginning of UCLAclasses in summer 2010; another fifty‐six students participatedin 2011! Others who applied, but could not be accommodatedwere deferred to summer 2012. Several from the original interncohort who have applied to UCLA’s credential program this fallcite the Noyce summer internship as a pivotal event in their decisionto teach in high‐need schools. Results of a survey of boththe 2010 and 2011 cohorts and a progress report on the sixteen2011 Noyce scholars will be presented.* Mitchell, K.E., Levin, A., S., Krumbolz, J. D., Planned Happenstance:Constructing Unexpected Career Opportunities, Journal of Counselingand Development 77 1999, 115‐122117Title: University of California Riverside, Robert Noyce Scholarshipfor Excellence in STEM TeachingNSF Noyce Award Number: 0934297Principal Investigator: Pamela S. CluteEmail: paulbshirk@gmail.comInstitution: University of California, RiversideCo‐PI(s): Bradley C. HymanPresenter(s): Paul B. Shirk, paulbshirk@gmail.comA unique infrastructure in place at the University of California‐Riverside (UCR), within which STEM Departments have formedrobust collaborative alliances with our Graduate School of Educationand the ALPHA Center for Academic Partnerships, offers anovel platform for delivering the UCR Noyce Scholarship Program.Our goal is to provide exceptional STEM undergraduatemajors and credential year students, who are committed to secondarymathematics and science teaching careers, with innovativeprofessional development opportunities available both onthe UCR campus and within the classrooms of our neighboring,under‐performing, Moreno Valley Unified School District.A472012 NSF Robert Noyce Teacher Scholarship Program Conference


PI POSTER ABSTRACTSman year through the UCR Credential Program and teacher inductionphase. Relying on strong recruitment strategies thatfocus on attracting students from underrepresented groups, ourNoyce Scholar cohort now includes 15 students‐‐5 undergraduatesand 10 credential year student53% of whom are non‐Caucasian/non‐White underrepresented minorities. Approximately50% of our Noyce Scholars concurrently pursue the Master’sin Education (M.Ed.) Program while completing the singlesubjectteaching credential certification program.In addition to academic year placements in the Moreno ValleySchool District, professional development opportunities alsoinclude summertime apprenticeships in STEM enrichment programsheld at local elementary and secondary schools under thesponsorship of UCR’s California Mathematics Science TeachersInitiative, College University School Partnership, Girls Excelling inMathematics with Success, and Mathematics Academy forTeaching Excellence programs, accompanied by enriched contentand pedagogy training via UCR’s Dynamic Genome andSMI’s Scientific Teaching intensive summer institutes. By longitudinalsurveillance of our Noyce Scholars via internal and externalevaluations, we are asking relevant questions that addressnew teacher retention.One specific research avenue investigates just how rapidly beginningin‐service teachers are able to introgress deep contentknowledge into their classrooms in the face of overwhelmingchallenges confronting young educators that may catalyze prematuredepartures from teaching careers.118Title: Undergraduate Mathematics and Science Education Initiative(UMSEI) at UCSDNSF Noyce Award Number: 0934223Principal Investigator: Amanda DatnowEmail: chalter@ucsd.eduInstitution: University of California, San DiegoCo‐PI(s): Jeff RemmelPresenter(s): Chris Halter, UCSD, chalter@ucsd.eduEducation Studies (EDS) and the Physical Sciences Division (PSD)at the University of California, San Diego (UCSD) are collaboratingon an initiative to significantly increase the number of undergraduateSTEM majors who pursue a career in public schoolteaching. The UCSD Undergraduate Mathematics and ScienceEducation Initiative (UMSEI) is part of the University of CaliforniaSystemwide California Teach Program. EDS and PSD implementedtwo undergraduate minors in mathematics educationand science education in 2006‐07. These minors engage lowerdivisionSTEM students in early field experiences and upperdivisionstudents in education foundation coursework, disciplinespecificpedagogy and intensive apprenticeship experiences toprepare students to enter the UCSD graduate intern credentialprogram. The focus of the minor is to support the developmentof content specific pedagogy, powerful teaching practices coupledwith deep content knowledge, within perspective K‐12mathematics and science teachers. The work around the CaliforniaTeach project has also supported deep and consistent collaborationbetween EDS and PSD about teacher knowledge andpreparation. Noyce Scholarship funding is utilized to recruit 65mathematics, chemistry, physics, geoscience and engineeringmajors into the undergraduate minors and graduate intern credentialprogram.119Title: Noyce Master Teacher Fellowship (MTF) @ UCSDNSF Noyce Award Number: 1136369Principal Investigator: Amanda DatnowEmail: christopher.halter@gmail.comInstitution: University of California, San DiegoCo‐PI(s): Jeff Remmel, Christopher HalterPresenter(s): Chris Halter, UCSD, chalter@ucsd.eduThe Education Studies Program and the Physical Sciences Divisionof the University of California San Diego have established aMaster Teacher Fellowship (MTF) program as part of their CaliforniaTeach (CalTeach) Noyce Teacher Scholarship Program.This effort is a partnership with local high‐needs school districts,mentor teachers, and local community colleges.The intellectual merit is realized through the professional developmentoffered to 42 local STEM teachers to serve as mentorsand education leaders in high‐needs school districts. Throughoutthe academic school year, Fellows participate in targeted onlinecourses to further develop specific content and pedagogicalskills. During the summer, Fellows join UCSD faculty for institutesin either mathematics or science instructional topics. UCSD hasalso established a Master Teacher in Residence program thatrecruits an MTF to join the university faculty each year, engagingthem in teaching university coursework and supervising NoyceScholars.Expectation for broader impacts result from the project's furtherunderstanding of four vital components of learning and expertisedevelopment for teachers: the importance of mentorship,expertise development through experience, social networks, andblended learning. Finally, by enhancing the quality of mentorshipthat UCSD prospective teachers in the STEM fields receive, theproject helps support the recruitment of highly qualified teachersin high need schools.120Title: Math for America San Diego Noyce Teaching Fellows andMaster Teaching FellowsNSF Noyce Award Number: 0934695Principal Investigator: Guershon HarelEmail: bedwards@ucsd.edu2012 NSF Robert Noyce Teacher Scholarship Program ConferenceA48


PI POSTER ABSTRACTSInstitution: University of California, San DiegoCo‐PI(s): Barbara EdwardsPresenter(s): Jim Farrar, Coronado High School, jamesfarrar@mac.comStacy Coakley, Vista High School, stacycoakley@vusd.k12.ca.usMath for America San Diego (MfA SD) is a non‐profit organizationwhich works with three local universities and five schooldistricts in order to improve mathematics teaching and learningin high‐need high schools. With support from NSF Noyce andother funds, MfA SD provides professional and financial supportfor five years to a select group of recent undergraduates andcareer changers as they enter a credential program at one of ourpartnership universities (CSU San Marcos, San Diego State, UCSan Diego). Through text and photographs, our poster depictsthe mission, the goals, and the key activities of the Noyce professionaldevelopment program. MfA SD also manages a NoyceMaster Teaching Fellows award received by UC San Diego. Aseparate poster depicts the work of that program.121Title: UCSB Robert Noyce Scholarship ProgramNSF Noyce Award Number: 0934735Principal Investigator: Jane ConoleyEmail: ograin@math.ucsb.eduInstitution: University of California, Santa BarbaraCo‐PI(s): Pierre Wiltzius, Julie Bianchini, Bill Jacob , and Petravan KoppenPresenter(s): Christopher Ograin, University of California, SantaBarbara, ograin@math.ucsb.eduThe Gevirtz Graduate School of Education at the University ofCalifornia, Santa Barbara (USCB)is honored to be a participant inthe Noyce Program. Our program provides scholarship opportunitiesfor select graduate students in the Teacher Education Program(TEP) who are interested in teaching K‐12 mathematics orscience. These highly qualified students have backgrounds in avariety of STEM fields, and some enter the program after spendingsome time as engineers or scientists. The Noyce Scholars atUCSB are expected to participate in several extra‐curricular activitiesthroughout their time in the TEP. In particular, the leadershipfor the Noyce Program formed partnerships with theUCSB Office of Academic Preparation, which hosts the SummerAlgebra Academies at local secondary schools, as well as partnershipswith the UCSB Math Project and the South Coast ScienceProject, two professional development programs funded bythe California Subject Matter Projects. Through these partnerships,Noyce Scholars participated in a two‐week long programin the summer prior to entering the TEP.In this program students learned about inquiry‐based approachesto learning, observed local classrooms in which lessonswere taught through problem solving and experimentation, interactedwith in‐service teachers in a collaborative environment,and formed bonds with their fellow Scholars. This programgreatly enhanced the professional preparation of the NoyceScholars who participated. During the academic year the Scholarscontinued their professional development through activitiesthat included talks from innovative teachers in the community,Performance Assessment for California Teachers preparationsupport, job search techniques, and opportunities to networkwith UCSB faculty, Noyce alumni, and current Noyce Scholars.We take great pride in offering an immersive experience for ourScholars in which all aspects of the professional life of a mathematicsor science teacher can be experienced and explored.122Title: UCSC Noyce Teacher Scholars: Next Steps for Researchand InductionNSF Noyce Award Number: 0833340Principal Investigator: Gretchen AndreasenEmail: gha@ucsc.eduInstitution: University of California, Santa CruzCo‐PI(s): Sheldon Kamieniecki and Michael IsaacsonPresenter(s): Alisun Thompson, Education Department, UCSC,alisun@earthlink.netGretchen Andreasen, Cal Teach, UCSC, gha@ucsc.edu, Scholarsand Partner DistrictsThe Noyce Teacher Scholars program at the University of California,Santa Cruz (UCSC) is funded to support 32 scholars in fivecohorts to attend UCSC’s one‐year MA/credential program. Applicantsare recruited from UCSC’s undergraduate Cal Teach programwhich provides middle and high school science and mathclassroom internships and supporting seminars. Partner districts,Gonzales Unified, Pajaro Valley Unified, and Santa Cruz City, helpselect scholars. The fourth cohort of 10 scholars has been selectedfor 2012‐13. Six scholarships remain to be awarded nextyear. All 10 scholars from the first‐ and second‐year cohorts areemployed in high‐need districts, half in partner districts.As hiring season begins for the third cohort of 7 scholars, therelationship with the partner districts continues to strengthen.One principal commented that her district did not need careerfairs‐‐ they could contact their local Noyce Scholars programinstead. Confidence in the collaboration has developed gradually,and it puts the partnership on strong footing for work withfuture cohorts.In 2011‐2012, the first‐ and second‐year cohorts were interviewedabout their beginning teaching experiences. Preliminaryfindings confirm the importance of school‐level organizationalconditions that support beginning teacher’s sense of efficacy anddevelopment of curricular expertise (i.e. pedagogical contentknowledge). Findings suggest a crucial component of beginningteacher job satisfaction and retention is having an appropriateand manageable teaching assignment and the opportunity tocollaborate with colleagues about curricular issues. Job satisfac‐A492012 NSF Robert Noyce Teacher Scholarship Program Conference


PI POSTER ABSTRACTSCU Boulder's Noyce Phase II Fellows participate in research anddevelopment teams with teachers and university faculty members.Their experiences are closely tied to the Colorado LearningAssistant (LA) program and the CUTeach program. Noyce Fellows'participation in research and development teams serves asa central activity in their preparation for teaching. Data has beencollected that demonstrates that Noyce Fellows/LAs engage inmore research‐based teaching practices than their peers oncethey are hired and teaching in K‐12 schools. We hypothesize thattheir experiences working closely on teams that value theirthinking is responsible. The activities of Noyce Fellows at CUBoulder are not attempts to give prospective teachers knowledgeabout teaching, but instead to provide prospective teacherswith experiences on teams of faculty, teachers, and prospectiveteachers designed to help all participants generate knowltionand commitment were high in cases where the teacher hada manageable teaching load (i.e. fewer different classes to prepare),had a colleague who had taught their course(s) previouslyand could provide materials and support, and was given the opportunityto teach the same course(s) in subsequent years.Implementing an induction program has been challenging, withnew teachers spread among partner and non‐partner schoolsacross the state and nation and busy with state‐mandatedteacher induction within their districts. However, research hasrevealed how and in what contexts teachers value professionaldevelopment. These findings will shape the induction model forfuture Noyce scholars, which will include on‐site, in‐departmentmentoring and curricular support.123Title: The University of Chicago Urban Teacher Education Programin Math or Biology: An Extended Residency‐InductionModelNSF Noyce Award Number: 0934845Principal Investigator: Kavita KapadiaEmail: dougoroark@uchicago.eduInstitution: University of ChicagoCo‐PI(s): Paul Sally and Michael LaBarberaPresenter(s): Douglas O'Roark, University of Chicago, dougoroark@uchicago.eduStudents in the University of Chicago’s Urban Teacher EducationProgram in math or biology (UChicago UTEP) prepare for two fullyears at the university before earning a master’s degree andteaching certification. In the program’s second year, these studentsare partly supported through the Noyce Teacher ScholarshipProgram. Preparation is explicitly geared towards teachingwithin the Chicago Public School system. Admission into UChicagoUTEP requires a strong background in mathematics or biology,with further coursework in these subjects mandatedthroughout the two year program. At the same time, UChicagoUTEP prepares its student to teach in urban schools in severalways, for example: A “Soul Strand” seminar that attends directlyto issues of race, class, and culture; 10 to 15 structured fieldvisits to a variety of urban middle and high schools; two semesterlong student teaching placements in Chicago Public Schools.For three years after receiving their degrees our graduates receivebi‐weekly one‐on‐one coaching sessions and attendmonthly induction sessions with members of their graduatingcohort. In 2011, UChicago UTEP Secondary produced its firstgraduates, all of whom are teaching in underserved schools onChicago’s south and west sides. Currently 25 students are enrolledin the first or second year of the program; our goal is toexpand to 30 to 40 students per year within three years. UTEP’selementary education program has an over 90% retention ratewithin the public school system in Chicago in its nine years ofexistence, and the secondary component seeks similar results.124Title: The Noyce Program at the University of CincinnatiNSF Noyce Award Number: 1035323Principal Investigator: Helen MeyerEmail: helen.meyer@uc.eduInstitution: University of CincinnatiPresenter(s): Helen Meyer, University of Cincinnati,helen.meyer@uc.eduOn this poster we will share how the Noyce scholarship fundscreated a starting point for moving to a boutique program, runningin parallel with the traditional secondary licensing programs,into a program integrated into several university programs.Discussion points will include: a) contextual background; b)stacking grant and other externally funded programs; c) usingsmall scale pilot activities to influence the established program;d) the power of exposure; and e) sticking points and challenges.The poster will include a descriptive case study of the convergenceof activities at UC that created opportunities for changeand reflective analysis of the potential and impact of the factorsabove in closing the gap the between specialized program andtraditional programs, as well as focusing on the structures, institutional,state policy, and budgetary issues that hinder institutionalization.125Title: Colorado Noyce Phase II: Challenging Traditional Assumptionsabout Teacher PreparationNSF Noyce Award Number: 0833258Principal Investigator: Valerie K. OteroEmail: noah.finkelstein@colorado.eduInstitution: University of Colorado BoulderCo‐PI(s): Laurie Langdon, Noah Finkelstein, David Webb, MikeKlymkowskyPresenter(s): Noah Finkelstein and Valerie Otero2012 NSF Robert Noyce Teacher Scholarship Program ConferenceA50


PI POSTER ABSTRACTSedge through the collaborative contributions of *all* competentthinkers. Data supporting the effectiveness of this model will bepresented.126Title: Colorado Streamline to Mastery: Challenging TraditionalAssumptions about Professional DevelopmentNSF Noyce Award Number: 934921Principal Investigator: Valerie K. OteroEmail: Valerie.Otero@colorado.eduInstitution: University of Colorado BoulderCo‐PI(s): Laurie Landon, Noah FinkelsteinPresenter(s): Valerie Otero, University of Colorado Boulder,valerie.otero@colorado.eduThis project takes a progressive approach, starting with reframingthe fundamental philosophy that guides traditional assumptionsof how learning can happen in professional developmentenvironments’ building on, rather than questioning, the abilitiesand wisdom of people who devote their lives to teaching. Teachersconduct classroom research and the goal of this centralizingactivity is the critical examination of assumptions about teachingand learning. The mechanism by which such reflection occurs isscientific inquiry into one’s own practice, the practices of others,and the practices of students. This design is much like that of anyscientific laboratory ‐‐ knowledge generation is the goal and atits heart, all participants play critical, productive roles as knowledgeproducers as well as expert learners.This program goes beyond the buzzwords of “inquiry‐based” and“student‐centered” and into the realm of fundamental reorganizationof learning contexts for teachers. The Streamline to Masteryactivities serve as mechanisms both for the professionalgrowth of participants and as a model for how scientific inquiryinto personally and professionally meaningful problems leads toknowledge generation. The model holds true to Vygotsky’s intentionfor the term “Zone of Proximal Development,” in thatwork with “a more knowledgeable other” is not a matter of theexpert providing assistance to the newcomer/apprentice, but amatter of knowledge generation occurring through the collaborativecontributions of all competent thinkers. Data supportingthe effectiveness of this program will be presented.127Title: HiNTS Recruitment & RetentionNSF Noyce Award Number: 1035490Principal Investigator: Diane BarrettEmail: diane.barrett@hawaii.eduInstitution: University of Hawaii at HiloCo‐PI(s): Roberto PelayoPresenter(s): Diane Barrett & Virgilio Viernes, University of Hawaiiat HiloThe Hawaii Noyce Teacher Scholarship (HiNTS) Program is committedto increasing the number of qualified secondary matheducators in Hawaii. Given the small size and insular nature ofHawaii, we are faced with two related issues: 1) attracting topstudents to pursue math education as a career, and 2) keepingthe talented math teachers we already have. Hence, the firstyear of the HiNTS program has concentrated its efforts on recruitmentand retention.We addressed these issues by creating an activity meant to engagestudents with math in a fun and hands‐on manner. Ouractivity – “Math Day Murder Mystery”‐‐ was structured aroundthe mathematics involved in a crime‐scene investigation. It targetedcollege freshmen and sophomores to get them interestedin math education as a potential career. We then presentedthese same activities at the 2012 Big Island Math Summit, whereelementary and secondary math educators met and discussedstrategies for getting their students more excited about math.Math Day and the Math Summit were both met with excitementas they allowed participants to think about learning math in nontraditionalways. Our goal for the future is to move towardsmore culture‐based activities that reflect the unique locationand culture of Hawaii.128Title: Robert Noyce Teacher Scholarship Program at the Universityof HoustonNSF Noyce Award Number: 0833342Principal Investigator: Laveria F. HutchisonEmail: lhutchison@uh.eduInstitution: University of HoustonCo‐PI(s): Jeff MorganPresenter(s): Laveria F. Hutchison, University of Houston,lhutchison@uh.eduMaria Villegas, NOYCE Scholar (Biochemistry), University ofHouston, mgvillegas@uh.eduSusan E. Williams, University of Houston, sewilliams@uh.eduRobert Houston, University of HoustonThe University of Houston poster will concentrate on the followingareas of their Robert Noyce Teacher Scholarship Program:• Recruiting and Marketing• Summary of the description of purpose and goals of theteachHOUSTON program and how those goals support andblend with the Noyce program• Selection process used to identify Noyce Scholars and statisticalsummaries about the scholars• Growth/success of the teachHOUSTON Program and howthe Noyce Program has contributes to this and to the successand achievement of the Noyce scholarsA512012 NSF Robert Noyce Teacher Scholarship Program Conference


PI POSTER ABSTRACTS• A description of the summer leadership experiences for theNoyce Scholars through the Bernard Harris Summer ScienceCamp (sponsored by teachHOUSTON)• Impact of the teachHOUSTON program (with emphasis onNoyce Scholars) on the city of Houston. Statistical summariesof teachHOUSTON and Noyce Scholar graduates will bepresented that show the high percentage who are nowteaching secondary math and science in high needs districtsand schools.129Title: Cross‐Disciplinary Faculty Collaborations in Efforts toRecruit, Prepare, and Retain Secondary Mathematics TeachersNSF Noyce Award Number: 1136222Principal Investigator: Rebecca Judith QuanderEmail: quanderr@uhd.eduInstitution: University of Houston‐DowntownCo‐PI(s): Nancy Leveille, Tim Redl, and Jackie SackPresenter(s): R. Judith Quander, The University of Houston‐Downtown, quanderr@uhd.eduThe UHD Noyce Mathematics Teacher Scholarship Program isthe result of a multi‐year collaboration between mathematicsand mathematics education faculty in the department of Computerand Mathematical Sciences and mathematics educationfaculty in department of Urban Education. In 2010, we beginworking on improving the elementary mathematics educationprogram via a College and Career Readiness Initiative FacultyCollaborative Grant.In 2011, we were awarded a NSF‐Noyce Teacher Scholarshipgrant which has allowed us to focus on our secondary mathematicseducation program. Finally, a third Teacher Quality grantis allowing us to provide professional development for localteachers who will then serve as mentor teachers to our Noycescholars. In this presentation, I will describe the various collaborativeactivities that we have engaged in and future activitiesdirectly related to the Noyce teacher scholarship program thatwe are currently planning. In addition, I will provide the qualitativecharacteristics of our collaboration and some artifacts of ourwork.130Title: UK‐NOYCE: New Opportunities Yielding Classroom ExcellenceNSF Noyce Award Number: 0733790Principal Investigator: Margaret Mohr‐SchroederEmail: m.mohr@uky.eduInstitution: University of KentuckyCo‐PI(s): Jana Bouwma‐Gearhart, Bruce Walcott, and JeffreyOsbornPresenter(s): Andy Jones, Grant County High School,andy.jones@grant.kyschools.usChristy Williams, George Rogers Clark High School,christy.williams@clark.kyschools.usMargaret J. Mohr‐Schroeder, University of Kentucky,m.mohr@uky.eduThe purpose of the University of Kentucky New OpportunitiesYielding Classroom Excellence (UK‐NOYCE) Mathematics andScience Fellows Program is to attract senior class students andpracticing professionals, especially in underrepresented populations,in science, mathematics, engineering, and technology tobecome credentialed secondary mathematics and science teachersthrough a collaborative effort by the College of Education,College of Engineering, and the College of Arts and Sciences atthe University of Kentucky (UKY). UK‐NOYCE Fellows are thenexpected to teach secondary mathematics and science in selectedschool districts, especially in the Appalachian Regionwhere UKY has already established a positive working relationshipwith high poverty secondary schools over the past 15 years.To date, the UK‐NOYCE project has funded 41 Fellows, 60% whoare already teaching in high needs school districts.131Title: The La Verne Noyce Teacher Scholarship ProgramNSF Noyce Award Number: 0934965Principal Investigator: Christine BroussardEmail: cbroussard@laverne.eduInstitution: University of La VerneCo‐PI(s): Marga Madhuri, Vanessa Preisler,Yousef Daneshbod,and Donna RedmanPresenter(s): Christine BroussardThe La Verne Noyce Teacher Scholars (LVNTS) program is a collaborativeeffort between the University of La Verne’s College ofArts & Sciences (CAS), College of Education & OrganizationalLeadership (CEOL), and local high need school districts in SouthernCalifornia. The University, a not‐for‐profit, private liberalarts college, established in 1891, serves a diverse socioeconomicstudent body including 54.6% students of color, 38% first‐infamilyto attend college, and 80% receiving financial aid. It isclassified as a Hispanic‐ Serving Institution (HSI) due to the highproportion of Latina/Latino students (35.1%). The student bodyreflects the local community. Increasing the number, diversity,and quality of STEM teachers will substantially impact the successof students in the community, increase the number of welltrainedemployees to fill an expanding job market with a requirementfor STEM training, and improve our ability to competein a global society.The six goals of the LVNTS program were to 1) strengthen theUniversity of La Verne’s STEM teacher education program; 2)increase the number and diversity of STEM students who considera teaching career; 3) increase the number of STEM majorsprepared for a career in STEM teaching; 4) enhance recruiting2012 NSF Robert Noyce Teacher Scholarship Program ConferenceA52


PI POSTER ABSTRACTSand program content by providing internship opportunities forresearch, curriculum, and professional development in conjunctionwith the faculty; 5) provide a framework of support for newSTEM teachers; and 6) provide a comprehensive assessment toevaluate effectiveness of the program. The LVNTS program proposedto accomplish these goals by: (1) coordinating the STEMteacher training efforts of CAS and CEOL, (2) recruiting frommultiple institutions and with varied modalities (including enhancingfinancial aid literacy and early summer internship opportunities),(3) providing an undergraduate field experience forprospective teachers, (4) providing an exemplary credential program,and (5) continuously assessing LVNTS efforts at every levelof the program. We present data collected thus far (two yearsin) on the effectiveness of financial aid literacy, inquiry‐basedlearning, early field experiences, and new teacher support inrecruiting, success, and retention of diverse STEM teachers.132Title: The Noyce Program for Early START STEM Students andCareer Changers at the University of LouisvilleNSF Noyce Award Number: 0934787Principal Investigator: Nancy Caroline MartinEmail: nancymartin@louisville.eduInstitution: University of LouisvilleCo‐PI(s): Christine Rich, Thomas Riedel, Thomas Tretter, andWilliam BushPresenter(s): Nancy Caroline Martin, University of Louisville,nancymartin@louisville.eduOur Noyce Program, a partnership between the University ofLouisville, the Jefferson County Public School System and TEACHKentucky (TKy) currently has 12 scholars. There are two ways toenter the program. The first is through a University of LouisvilleProgram called EARLY START STEM which allows undergraduatesto complete up to nine credit hours of Masters in the Art ofTeaching (MAT) courses concomitant with completion of theirdisciplinary degrees. The second is a 'career changers' pathwaywhere science and math majors go directly into a four semesterMAT program. Six scholars will be entering the classroom asteachers of record in fall 2012. Three will teach mathematics,two chemistry and one biology, all at the high school level. Twocame through the EARLY START pathway and 4 via the directMAT pathway. Four additional scholars, two in biology, one inchemistry and one in mathematics are mid way through theirMAT and two new scholars will start their MAT this summer.Recruiting remains a challenge. In addition to our previousstrategies, we posted new information in all science and mathdepartments, the College of Arts and Sciences posted Noyceinformation on their face book page and sent e‐grams to allalums, the College of Education and Human Development increasedtheir efforts to let all students know of the Noyce opportunityand specifically reached out to those applicants who metour strict qualifications. TKy also helped with recruiting and twoof their candidates interviewed for a Noyce and one accepted.Finally, we have done some social programming for Noyce Scholarsthis year. They were included in two TKy events, two informaldinners with the grant PI and Co‐PIs and a banquet with theProvost. One scholar attended the national meeting in 2011 andthree will attend in 2012. We will be doing an evaluation to determinewhether these activities are helpful to the scholars inbuilding relationships among the scholars and between thescholars and faculty.133Title: UMBC Noyce Scholars Program: The Use of an IntensiveSummer Inquiry‐based Teaching Experience for RecruitmentNSF Noyce Award Number: 0833316Principal Investigator: Neerchal NagarajEmail: jsinger@umbc.eduInstitution: University of Maryland, Baltimore CountyCo‐PI(s): Jonathan Singer, Susan Blunck, and Janice ZengelPresenter(s): Jonathan Singer, University of Maryland, BaltimoreCounty, jsinger@umbc.eduThis poster will address the ongoing work of a key component ofthe UMBC Noyce Scholars program: an intensive summer internshipconsisting of a 6‐credit hour pedagogical experiencethat satisfies certification requirements associated with curriculum,instruction, and student learning.The poster will describe:• The core elements of the introductory summer experience• The lessons learned• Qualitative findings associated with the quality of this earlyteaching experience and• The impact on recruiting summer participants into formallyapplying for NOYCE Scholarships.This summer experience is marketed to STEM majors ideallyduring the sophomore spring semester. With no tuition cost andextensive opportunities to plan, construct and enact lessons foractual secondary students, it serves to entice STEM majors toconsider a career in teaching. The summer courses are modeledafter previously funded projects directed by Dr. Singer. Corecomponents include the integration of 2 extended practiceteaching sessions. The first utilizes a consecutive eight‐day (90minute per day) teaching opportunity led by the course instructor.During each lesson, Scholars work with small groups of middleschool students to enact the instructional activities. The studentsleave after 90 minutes and the remaining 45‐60 minutesare spent in discussion and reflection on the enacted lesson. Thesecond session requires small groups of Scholars to adapt andenact an inquiry project consisting of 8 (90 minute lessons) to aA532012 NSF Robert Noyce Teacher Scholarship Program Conference


PI POSTER ABSTRACTSpopulation of high school students, drawn from a residentialUpward Bound program associated with UMBC.Four critical outcomes from this summer experience include:• Providing a highly engaging recruiting experience for STEMmajors• Interaction with high school students from high needs environments• An in depth experience with integrating technology to supportinquiry‐based instruction• The active participation of publicly sharing and critiquingexamples of teaching.134Title: S2TLC: Supporting STEM Teaching and Learning throughCommunitiesNSF Noyce Award Number: 1136392Principal Investigator: Kathleen S. DavisEmail: kdavis@educ.umass.eduInstitution: University of Massachusetts, AmherstCo‐PI(s): Sandra Madden, Barbara Madeloni, Steve Schneider,andPaula ReesPresenter(s): Kathleen S. Davis, University of MassachusettsAmherst, kdavis@educ.umass.eduS2TLC: Supporting STEM Teaching and Learning through Communitiesis a six‐year, $4.5 million project funded by a $3 millionNSF grant through the Robert Noyce Master Teacher (MTF) andTeacher Fellowship (TF) solicitation and $1.5 million in matchingcontributions from the University of Massachusetts and projectpartners. S2TLC is a collaboration among faculty in the UMassDepartment of Teacher Education and Curriculum Studies, theCollege of Natural Sciences, the College of Engineering and publicschools in the Pioneer Valley of Massachusetts, includingSpringfield Public Schools, Holyoke Public Schools, GreenfieldPublic Schools, Mahar Regional School District, and the HitchcockCenter for the Environment in Amherst. The UMass researchteam consists of Drs. Kathleen Davis, Sandra Madden,Barbara Madeloni, Stephen Schneider, and Paula Rees.A dynamic and interactive community of 20 inservice middle andhigh school mathematics and science teachers from partnerschool districts has been selected and 20 preservice teachers arecurrently being recruited to engage in the development of multiplelevels of professional communities of practice, both face‐tofaceand virtual. S2TLC proposes to increase the number ofhighly effective STEM teachers who will strengthen student engagementand achievement. In particular, the funding will 1)provide in‐service secondary mathematics and science teacherswith professional development in effective inquiry‐, place‐based,and culturally responsive instructional practices, leadership, andmentoring skills; 2) revise and implement an initial licensureteacher program for secondary mathematics and science teach‐ers in order to better ensure their retention in the professionand successful instruction; 3) develop virtual and face‐to‐facecommunities of practice to provide teachers with support foreffective instruction and to lessen the traditional isolation ofclassroom teachers; and 4) develop mathematics and sciencecontent courses that integrate the use of cognitive technologicaltools to facilitate learning.135Title: Noyce Scholars ‐ Perfecting Induction and on‐going NewTeacher SupportsNSF Noyce Award Number: 1035247Principal Investigator: Lisa M. GonsalvesEmail: lisa.gonsalves@umb.eduInstitution: University of Massachusetts, BostonCo‐PI(s): Brian WhitePresenter(s): Lisa M. Gonsalves, University of Massachusetts atBoston, lisa.gonsalves@umb.eduThe University of Massachusetts Robert Noyce program continuesto grow and enjoy the support of our partner districts. Mostexciting is the news that our upcoming 2012‐2013 class will support21 STEM teachers, eleven of whom are candidates of color.This is our most diverse class yet. These future STEM teacherswill be supported by our Noyce Phase II grant and by a TeacherQuality Partnership grant that we received a few years ago.We continue to conduct research through our Noyce Scholarshipprograms. This year our research has focused on STEM teachers’ability to design, use and analyze both formative and summativeassessments for continuous student learning. As part of ourassessment curriculum, we have designed a cycle of inquiry thataccounts for the developmental trajectory of new STEM teachersand the beliefs, perceptions and experiences that influence theirteaching behaviors. We hope to present these findings at thisconference.The UMass/Boston Noyce Scholars program, in partnership withthe SUNY Cortland and the Drexel Noyce programs held our firstNorth East Regional Conference last year in Philadelphia, and willhost the second North East Regional Conference in Boston in2012. A number of current and former Noyce Scholars participatedon a panel on the experiences of STEM teaching.Last, we have finally been able to provide induction support toour new STEM graduates in both our Boston and Randolph programs.Graduates of our Teach Next Year residency programnow receive three years of induction support from both the districtand the university; members from both organizations haveworked as a team over the past year to build this new inductionprogram for Noyce scholars.2012 NSF Robert Noyce Teacher Scholarship Program ConferenceA54


PI POSTER ABSTRACTS136Title: Title: University of Massachusetts Dartmouth NSFTEACH! SouthCoast ProgramNSF Noyce Award Number: 1136382Principal Investigator: Karen O'ConnorEmail: koconnor@umassd.eduInstitution: University of Massachusetts, DartmouthCo‐PI(s): Mark Smith, Executive Director of the Ocean Exploriumat New Bedford SeaportTesfay Meressi, Associate Dean, UMD College of EngineeringPresenter(s): Karen O'Connor, University of Massachusetts Dartmouth,koconnor@umassd.eduThe University of Massachusetts Dartmouth NSF TEACH! South‐Coast Program is in its first year. Our program partners includethe Ocean Explorium at New Bedford Seaport and the NewTeacher Center in Santa Cruz, CA. PI Karen O’Connor, is the ExecutiveDirector of the Center for University School & CommunityPartnerships in the University’s School of Education, PublicPolicy and Civic Engagement. Our co‐PIs represent the University’sCollege of Engineering (Tesfay Meressi, Associate Dean)and our partnership with the Ocean Explorium (Mark Smith,Executive Director). School partners include three high needpublic school systems (Fall River, New Bedford & Wareham), twohigh need vocational technical high schools (Diman VocationalTechnical High School and Greater New Bedford VocationalTechnical High School) as well as a high need charter school(Global Learning Charter Public School). This poster will illustratethe program objectives, which include an endorsementfrom the Department of Elementary and Secondary Educationfor a new Technology/Engineering initial teaching license. It willalso show the results of our recruitment efforts and selectionprocesses. We are seeking 10 Master Teaching Fellows and 20Teaching Fellows, and plan to begin their coursework in Summer2012.137Title: University of Massachusetts Dartmouth Robert NoyceTeaching Scholarship ProgramNSF Noyce Award Number: 0833266Principal Investigator: Patricia CrowleyEmail: kwelty@umassd.eduInstitution: University of Massachusetts, DartmouthCo‐PI(s): Tesfay Meressi, Associate Dean, UMD College of EngineeringFrank Scarano, Associate Professor, UMD College of Arts & Sciences‐Medical Laboratory ScienceStephen Hegedus, Director, Kaput Center for Research & Innovationin STEM EducationPresenter(s): Kimberly Welty, Center for University, School &Community Partnerships, University of Massachusetts Dartmouth,kwelty@umassd.eduThe University of Massachusetts Dartmouth NSF Robert NoyceTeaching Scholarship Program is now in its fourth year. Two ofour cohorts have graduated, earning their teaching license, andare now working in local urban schools. This poster will sharetheir thoughts on their “readiness” for teaching as a result of theNoyce program. This poster will also illustrate the new recruitmentefforts and results for the past academic year, includingclassroom visits and a new and improved website, with commentsfrom current and former Noyce Scholars.138Title: Project IMPACT: Improving Mathematics, Physics andChemistry TeachingNSF Noyce Award Number: 0833250Principal Investigator: Gillian RoehrigEmail: roehr013@umn.eduInstitution: University of MinnesotaCo‐PI(s): Cynthia Cattell and Terry WybergPresenter(s): Gillian Roehrig University of Minnesotaroehr013@umn.eduBarbara Billington University of Minnesota bill0041@umn.eduImproving Mathematics, Physics and Chemistry Teaching(IMPACT) is designed to recruit, prepare, and retain highly qualifiedteachers of physical science and mathematics in high needsschools. IMPACT is a collaboration between the University ofMinnesota’s College of Science and Engineering and the Collegeof Education and Human Development with two local urbanschool districts: Anoka‐Hennepin and St. Paul Public Schools.The focus of this poster is the retention component of our Noyceprogram. The Teacher induction Network (TIN) is an on‐linementoring program for licensure completers in secondary scienceand mathematics. TIN incorporates reflective journals, topicaldiscussion threads and professional development inquiriesthat provide a space for beginning teachers to continue to developas teachers. Until recently, developers of online mentoringprograms have used lesson plans as a proxy for direct observationsof classroom practice.However, recent developments in video annotation methodsand tools make the use of video for examining and improvingreflective practices increasingly viable within online environments.Through the strategic development and use of video annotationtools within TIN, our beginning teachers’ reflections ontheir classroom teaching are linked directly to evidence throughvideo as documentation. The integration of VideoAnt into TINrepresents a promising practice that promotes the developmentof reflective practitioners and provides a free and user‐friendlyon‐line platform for sharing and providing feedback on classroomteaching.A552012 NSF Robert Noyce Teacher Scholarship Program Conference


PI POSTER ABSTRACTS139Title: MU Noyce Scholars Program for Science and MathematicsTeachersNSF Noyce Award Number: 0832765Principal Investigator: Troy SadlerEmail: souciema@missouri.eduInstitution: University of MissouriCo‐PI(s): Alan Whittington, John Adams, and Oscar ChavezPresenter(s): Marilyn Soucie, University of Missouri, souciema@missouri.eduThe goal of this Noyce‐funded project is to recruit more highlyqualified individuals into careers in mathematics and scienceteaching. In particular, we recruit individuals with undergraduatedegrees (or higher) in mathematics or science who are planningto change career paths into the field of teaching. Thesestudents are prepared through SMAR2T: Science and MathematicsAcademy for the Recruitment and Retention of Teachers,an alternate route to certification.The Noyce program will provide 42 stipends of $10,000 each toqualified STEM professionals who hold a baccalaureate, masters,or doctoral degree in mathematics, science, or a related field.These students are obligated to teach mathematics or sciencefor two years in a high need school district (preferably in Missouri),within 4 years of program completion. We will also createan online social network for SMAR2T/Noyce students andgraduates to provide continuing emotional and pedagogical support.140Title: Tomorrow’s Teachers with Dual Degrees in Mathematicsand Mathematics EducationNSF Noyce Award Number: 1035446Principal Investigator: James TarrEmail: tarrj@missouri.eduInstitution: University of MissouriCo‐PI(s): Barbara Reys and Carment ChiconePresenter(s): James Tarr, University of Missouri,tarrj@missouri.eduVictor Soria, University of Missouri, soriav@missouri.eduTomorrow’s Teachers with Dual Degrees in Mathematics andMathematics Education is aggressively working to double thenumber of secondary mathematics teachers graduating from theUniversity of Missouri’s (MU) undergraduate mathematicsteacher education program through the recruitment of mathematicsmajors into mathematics teaching careers, preparation ofthese individuals to teach mathematics aligned with nationalstandards, and support of mathematics teachers in their inductionyears. The project is providing summer mathematics teachinginternships, dual degree programs (B.S. in Mathematics andB.S. Ed. in Mathematics Education), and $10,000 annual scholarshipsfor those committed to teaching mathematics in high‐needs school districts. To increase teacher retention, the projectis developing a cadre of mentor teachers in partner schools andsupporting Noyce Scholars’ participation in professional mathematicsteacher conferences.The intellectual merit of this project is based on the qualificationsand commitment of project personnel to inform our understandingabout recruiting, preparing, and retaining more highlyqualified secondary mathematics teachers. The project team hasa substantial record of scholarship, partner schools have a richhistory of collaboration, and cross‐college collaboration is highlyvalued at MU.The project aims to: (1) improve the quality and quantity ofmathematics teachers for Missouri schools; (2) build new sustainablemodels for the recruitment, preparation, and retentionof mathematics teachers to meet the teacher shortage; (3) expandand deepen relationships between MU mathematicians,mathematics teacher educators, and K‐12 teachers and administrators;and (4) disseminate findings from the external evaluationvia conference presentations and publications.141Title: MU Noyce Scholars Program for Science and MathematicsTeachersNSF Noyce Award Number: 0934839Principal Investigator: Patricia FriedrichsenEmail: eb4nd@mail.missouri.eduInstitution: University of Missouri, ColumbiaCo‐PI(s): Mark Volkmann, Marcelle Siegel, Dorina Kosztin, JohnAdams , and Alan WhittingtonPresenter(s): Ellen Barnett, University of Missouri,eb4nd@missouri.eduThe goal of the T2D2@MU project is to double the number ofsecondary science teachers graduating from the University ofMissouri. To recruit science majors into our secondary scienceteacher education program, we designed new dual degree majors.This new program allows students to earn a degree in ascience field (Biology, Chemistry, Environmental Geology orPhysics) and a degree in Education.To recruit students into the dual degree program, we are using avariety of strategies:1. Through brochures, fliers, guest speakers in largeenrollmentscience courses and our website, we are informingstudents of the dual degree program2. We are teaching an additional revised section of Introductionto Science Teaching to help students explore the dualdegree program.3. To explore science teaching as a career option, we are offeringa total of 30 paid summer internships in informal sciencesettings (Years 1‐3).2012 NSF Robert Noyce Teacher Scholarship Program ConferenceA56


PI POSTER ABSTRACTSIn addition, the Noyce program will provide a total of 50 1‐year$11,000 scholarships to eligible juniors and seniors in the dualdegree program.142Title: Internships in an Urban High School: How do prospectiveNoyce scholars’ perceptions change?NSF Noyce Award Number: 0833185Principal Investigator: Arthur OdomEmail: alodom@umkc.eduInstitution: University of Missouri, Kansas CityCo‐PI(s): Clare Bell, Assistant Professor, School of EducationCharles J. Wurrey, Executive Associate Dean, College of Arts andSciencesLynda S. Plamann, Associate Professor and Director of Curriculum,School of Biological SciencesDavid A. Ketchum, University of Missouri, Kansas CityPresenter(s): Arthur Louis Odom, University of Missouri‐KansasCity, alodom@umkc.eduProspective Noyce Scholars participated in pre‐scholarship internshipsin a high need urban high school. Interns wrote preandpost‐internship essays about high school math or scienceteaching. Essays were analyzed for evidence of changes in theways that participation in pre‐scholarship school internshipsinfluence participants’ perceptions of what it means to be amath or science teacher and to teach in high‐need schools. Theparticipants’ essays provide evidence of changes in beliefs.Expectations shifted from being relatively idealistic to being relativelypragmatic. Future research questions for math and scienceteacher education are suggested.143Title: The NebraskaSCIENCE New Teacher Network: ProfessionalDevelopment, Mentoring and Networking for NoyceScholarsNSF Noyce Award Number: 1035358Principal Investigator: Jon PedersenEmail: jep@unl.eduInstitution: University of NebraskaCo‐PI(s): Tiffany Heng Moss, Dan Claes, and Elizabeth LewisPresenter(s): Jon Pedersen and Nathan Van Meter, University ofNebraska‐Lincoln, jep@unl.edu, nvanmeter1@gmail.comThe NebraskaSCIENCE New Teacher Network: Professional Development,Mentoring and Networking for Noyce Scholars is aprogram to support UNL's Noyce Scholars as they move into theclassroom as practicing science teaching professionals. The NTNincorporates face‐to‐face workshops, classroom observations (inperson or virtual) and networking opportunities through Memberto Member to support Noyce Scholars in their first threeyears of teaching. These first three years are key according toresearch since up to 50% of all teachers leave the professionduring this time period. A key component of the NTN is theMaster Science Teacher who acts as a consultant to the Noycescholars providing support through one‐on‐one consultationsregarding classroom issues.144Title: NebraskaNOYCE: Robert Noyce Teacher Scholarship ProgramNSF Noyce Award Number: 1035268Principal Investigator: Jim LewisEmail: jlewis@math.unl.eduInstitution: University of Nebraska, LincolnCo‐PI(s): Steve Swidler, Wendy Smith, Doug Kauffman, IraPapick, and David FowlerPresenter(s): Jim Lewis, University of Nebraska‐Lincoln,jlewis@math.unl.eduIn Year 2 of our TF/MTF Noyce project, our first cohort of TFs areabout to graduate, and will be starting teaching jobs this fall. Oursecond cohort of TFs is recruited, and will begin courses thissummer. Our MTF cohort began coursework and leadership activitiesin Summer 2011, and have been very active across thestate, providing leadership in mathematics teaching and learning.Half of the MTFs have chosen to enter a doctoral program atUNL. Our poster outlines in more detail the TF’s Master of Artswith an emphasis on mathematics teaching degree program, andon the ongoing activities of the MTFs.145Title: Recruitment Strategies for Expanding STEM OpportunitiesThrough Rural Education: The UNH Noyce Teacher ScholarshipProgramNSF Noyce Award Number: 1035443Principal Investigator: Sharon McCroneEmail: smy72@unh.eduInstitution: University of New HampshireCo‐PI(s): Neil Portnoy, Sarah Stitzlein, Dawn Meredith, Tim Fukawa‐ConnellyPresenter(s): Dawn Meredith, Physics Department, University ofNew Hampshire, dawn.meredith@unh.eduSharon McCrone, Mathematics and Statistics, University of NewHampshire, sharon.mccrone@unh.eduThe Noyce Scholarship Program at UNH is designed to attracthighly talented individuals from a range of STEM disciplines. Likemany states, New Hampshire has a critical shortage of scienceand mathematics teachers, particularly in rural areas, whererecruitment and retention of qualified teachers has always beena struggle. To help alleviate the shortage, our program couplesstrong preparation in content area and pedagogy with clinicalexperiences in rural settings and provides mentoring and professionaldevelopment during the novice teachers’ induction years.Our poster will focus on recruitment strategies and results overA572012 NSF Robert Noyce Teacher Scholarship Program Conference


PI POSTER ABSTRACTSthe first two program years. We have explored a variety of recruitmentand awareness avenues. Even so, awareness of thescholarship remains low on campus. More importantly, we arenot meeting our goal of recruiting an additional 8 to 10 STEMteachers each year, as stated in our proposal.We have seen success in recruitment through our Noyce SummerFellowship. During Year 1, we supported four Noyce SummerFellows who worked in two of UNHs programs for highschool students. Two of the four fellows subsequently appliedfor and were awarded Noyce Scholarships. We hope to build onthis success in coming summers.Other recruitment strategies include:• Designing and distributing posters and brochures across theSTEM departments.• Word of mouth through visits to introductory STEM classesto raise awareness among freshmen and sophomores, andadvanced classes to attract juniors and seniors who havenot yet made career decisions.• Peer‐Led‐Team Learning and Learning Assistant programsthat bring advanced undergraduates into introductorycourses as facilitators of group work. This is coupled with acourse on pedagogy (co‐taught by a high school teacher) toheighten awareness of the complexity of teaching andlearning.• Exploring Teaching in Mathematics and Science event publicizedacross all STEM departments. A panel of area high andmiddle school STEM teachers shared stories and answeredquestions.• Booths at Career and Internship Fairs as well as GraduateSchool Fairs, both on‐campus and at local universities.Business School Marketing Workshop students have been researchingpotential solutions for Noyce awareness and recruitmentefforts on campus. Results and suggestions from their finalreport will be shared, as well as sample recruitment paraphernalia.146Title: Real‐time Formative Assessment: Just A Click Away?NSF Noyce Award Number: 0833280Principal Investigator: Jerry WalshEmail: vgvicker@uncg.eduInstitution: University of North Carolina at GreensboroCo‐PI(s): Jerry Walsh and Catherine MatthewsPresenter(s): Valerie Vickers, UNCG, Program Coordinator,Noyce Project ExSEL, vgvicker@uncg.eduResources and strategies comparing the use of clickers as instructionaltools in college classrooms and in the high schoolteaching assignments of two Noyce Scholars will be shared.Pedagogy of “real‐time formative assessment” used in a collegephysics classes and examples of effective practices in currenthigh school chemistry/biology classes as demonstrated by twoNoyce student teachers are highlighted. Challenges that theNoyce student teachers are facing in their public school classroomswill also be addressed, along with possible outcomes. Inreal‐time formative assessment, instructors pose an openformatquestion to the class, and the students utilize the clickerto respond. Instructors obtain immediate feedback, and tailorthe direction of instruction accordingly. This methodology engagesstudents and allows them to play a significant role in theclassroom learning.147Title: Building Teacher Leaders through STEM PartnershipsNSF Noyce Award Number: 0934380Principal Investigator: Cathy BarlowEmail: sugerikm@uncw.eduInstitution: University of North Carolina, WilmingtonCo‐PI(s): Karen Wetherill, Martin Posey, and Paul HosierPresenter(s): Marty Sugerik (STAR Scholarship Project Coordinator),UNC Wilmington, sugerikm@uncw.eduBuilding teacher leaders through STEM partnerships has beenthe focus of our scholarship program from year 2 to 3. The StrategicScholarship Team in Action to Recruit (STAR Scholarship)provides an excellent opportunity to extend our recruiting topartnerships that can support STEM in a variety of areas. Ourfocus this year has been to expand the classroom by creatingpartners to collaborate with and connect teaching STEM in realworld applications. We have also aligned these partnerships withtransition into Common Core State Standards and Practices toensure STAR scholarship recipients can hit the ground running asteacher leaders.We encourage our recipients to 'pay it forward' by taking theirsupport and sharing it with others. STAR scholars are active inuniversity, district, school, and community functions. They haveopportunities to build their capacity in training, presenting,coaching, and collaboration. We encourage STAR Scholars tobuild these skills in addition to their specific content and gradelevel teaching.Our partners over the last year have been extremely importantin providing STAR scholars the avenues to connected and integratedlearning. From the Business Department and Stock Marketanalysis to Kayaking Excursions trips to analyze math andscience in the field, STAR Scholars are embracing the STEM andCommon Core change. Additionally, we have partners to developSTAR scholars literacy skills, State Department policy and supportprograms and initiatives, interviewing and resume writingstrategies, as well as technology skills with our Center for Science,Technology, Engineering, and Mathematics. We have partneredwith local teachers and principals to provide support fortransitioning into a classroom in high needs schools. As we moveforward, our STAR scholars are planning and implementing our2012 NSF Robert Noyce Teacher Scholarship Program ConferenceA58


PI POSTER ABSTRACTSgoals for next year. They have already begun to reach out tofuture partners to expand our support into STEM in the community.148Title: A Growing Trend: University of North Texas Science andMathematics Robert Noyce ScholarshipNSF Noyce Award Number: 1035312Principal Investigator: Colleen McLean EddyEmail: Colleen.Eddy@unt.eduInstitution: University of North TexasCo‐PI(s): Pamela Esprivalo Harrell, John Quintanilla, and LeeHughesPresenter(s): Colleen M. Eddy, University of North Texas, Colleen.Eddy@unt.eduThe University of North Texas began Phase II of the Science andMathematics Robert Noyce Scholarship Program in 2010. As ofDecember 2011, 12 undergraduate and four graduate studentshave been awarded scholarships. Among the 16 Phase II scholars,69% are mathematics majors and the GPA mean is 3.56 (SD= 0.33). Phase II has seen an increase in the number of undergraduatecandidates being awarded scholarships. This increase isprimarily attributed to the undergraduate STEM education programcalled Teach North Texas, which currently has over 200mathematics and science majors taking classes in the program.The implementation of this program has seen an increase from10 to 20 undergraduate and graduate science and mathematicsteachers produced per year. Next year, the trend is expected toshow another increase as more students complete the TeachNorth Texas program.149Title: The Noyce Scholarship Program of the University ofNorthern ColoradoNSF Noyce Award Number: 1035333Principal Investigator: Robert J. ReinsvoldEmail: lori.reinsvold@unco.eduInstitution: University of Northern ColoradoCo‐PI(s): Cathleen Craviotto, Valerie Middleton, Lori Reinsvold(Porgram Coordinator)Presenter(s): Lori Reinsvold, University of Northern Colorado,lori.reinsvold@unco.eduThe Noyce Scholarship Program of the University of NorthernColorado (UNCO) began in September 2010 with five goals: 1)increase the number of STEM teachers graduating from UNCO;2) increase the number of STEM professionals completing Coloradoteaching licenses; 3) increase the number of early STEMeducation experiences; 4) provide mentoring and PD support ofSTEM teachers during their induction year at high‐need schools;and 5) assess, disseminate, and sustain the best recruitment andretention practices. By the end of the 5 year project, we pro‐pose to provide 22 Noyce Scholarships for highly qualified juniorsand seniors in STEM majors that also complete the teacherpreparation program; 8 Noyce Post‐Bac Stipends for highly qualifiedSTEM professionals that return to complete their teacherlicenses in science or mathematics; 80 Noyce Internships forfreshmen and sophomores for early STEM education experiences;at least 4 professional development seminars for eachNoyce Teacher in the high‐need schools; and mentors for eachof the Noyce Teachers to support the induction phase of theNoyce Teachers. In the end, an additional 30 Noyce Teacherswill start their teaching careers in high‐need schools.To implement the program, UNCO has partnered with 25 schooldistricts, 19 are in rural communities where the need for scienceand mathematics teachers is very high. Most of the school districtsalso meet the high‐need classification by having a highproportion of the students in poverty status (as measured byeligibility for free or reduced lunches). Each school district iscommitted to collaborating with UNCO during the early fieldexperiences, student teaching, and consideration for employmentof the Noyce Teachers.Since Fall 2010, we selected 20 Noyce Scholars and 4 Noyce Post‐Bac Scholars. Three Scholars are now teaching science in highneedschools, and one of the three is teaching in a rural schooldistrict. We have selected 31 Noyce Interns; six subsequentlybecame committed to teaching and became Scholarsl. By May10, 2012 two more Scholars and two more Noyce Post‐Bacs willhave graduated and completed their teacher preparation programs.They are interviewing for full‐time teaching positions inhigh need schools for Fall 2012. Finally, one of our Scholars participatedwith the Science Teacher and Researcher (STAR) InternshipProgram in Summer 2011.Thus far, we have had great success in recruiting excellent candidatesas Scholars and Post‐Bacs. Our challenge has been meetingour annual target goals for the number of Interns. With thehelp of the university marketing division, we plan to expand ourrecruitment efforts for Interns in the coming years.150Title: Math and Science Teachers for IowaNSF Noyce Award Number: 0934866Principal Investigator: Jeffrey WeldEmail: jeff.weld@uni.eduInstitution: University of Northern IowaCo‐PI(s): Thomas Greenbowe, Professor of Chemistry, IowaState University, Ted Neal, Clinical Instructor, Science Education,University of Iowa, Norbert Pienta, Professor of Chemistry, Universityof Iowa, Marc Armstrong,Presenter(s): Jeffrey Weld, Associate Professor, Department ofBiology, University of Northern Iowa, and Director, Iowa Mathematics& Science Education PartnershipA592012 NSF Robert Noyce Teacher Scholarship Program Conference


PI POSTER ABSTRACTSTed Neal, Clinical Instructor, Science Education, University ofIowaThe Iowa Noyce Scholars program is a value‐added componentof a major inter‐university collaborative initiative to recruit, prepare,and retain exemplary secondary teachers of mathematicsand science at the University of Iowa (UI), Iowa State University(ISU), and the University of Northern Iowa (UNI). The umbrellaorganization is called the Iowa Mathematics & Science EducationPartnership (IMSEP), launched in fall 2008. The Robert NoyceScholars award was earned for the beginning of the academicyear 2009‐2010, thus year 3 is nearing completion. This reportspans the period of July, 2011 to March 19, 2012.2011‐2012 was an aggressive period for this program.Promotional activities were ratcheted up, tracking andevaluation were tightened and refined, a scholars communityevolved, mentorships were improved, datasets and programdocuments were updated, and inter‐university collaboration wasenhanced.These activities are due to three significant administrative developments:(1) an additional co‐PI at UI; (2) the engagement ofstaff at the Center for Excellence in Science, Mathematics, andEngineering Education at ISU; and (3) the employment of a student‐stafferat the Iowa Mathematics and Science EducationPartnership at UNI. This student orchestrated recruitment activities,community‐building, mentorships, document revision andupdate (e.g., the application, and eligible schools dataset), tracking,and communications. 16 scholarships were awarded in 2011‐12, contributing to 38 scholarships since program launch in2009‐10, placing us beyond the halfway point toward our targetof 75 scholarships by 2014.Two 2011‐2012 Noyce Scholars accompanied three project administratorsto the 2011 Noyce conference in Washington D.C.Of the 16 scholarships granted for academic year 2011‐2012: sixwere for UNI, six for UI, and three for ISU. Awards for year fourare will be determined later this spring.Nine Iowa Noyce Scholarship recipients have graduated or otherwisecompleted the program, and 8 are teaching in high needschools. One scholar is in a temporary position seeking full timeemployment as a teacher. One has opted to repay his scholarship.Eight scholars are student teaching. Thirteen scholars arestill enrolled in coursework. Evaluators monitor graduates forindicators that include the following for years 1 through 3. Secondyear indicators include scholars’ perceptions of being wellprepared,though feedback reinforced for us the importance ofbuilding a learning community, mentorship opportunities, andcommunication.151Title: Puerto Rico Master Math Teacher ProgramNSF Noyce Award Number: 0934820Principal Investigator: Michelle BorreroEmail: edwinmorera@yahoo.comInstitution: University of Puerto Rico at Rio PiedrasCo‐PI(s): Edwin Morera and Jaime AliceaPresenter(s): Edwin Morera, University of Puerto Rico‐ CayeyCampus, edwinmorera@yahoo.comThe University of Puerto Rico (UPR) in Rio Piedras (Faculty ofNatural Sciences) is developing a Robert Noyce Master TeacherFellowship initiative in collaboration with the Puerto Rico Departmentof Education (PRDE) to establish the first Puerto RicoMaster Math Teacher Program (PRMMTP). This project will certifyten 7‐12 grade mathematics teachers, who teach in highneedschool districts, as Master Math Teachers (MMT) throughthe UPR Rio Piedras Campus' Division of Continuing Education.This MMT are being trained to offer professional developmentto math teachers at the Professional Math and Science ResourceCenters (PMSRC) that have been established throughout theIsland by the Puerto Rico Math and Science Partnership(PRMSP). The MMTs will serve as role models of exemplarymathematics teaching practices, content knowledge, and leadersamong their peers to promote improvements in student academicachievement. All participants have completed or are inthe process of completing a Master’s Degree, and have a professionaltrack record of excellence in teaching. The PRMMTP consistsof two phases.During phase one they will participate in an intensive certificationprogram followed by a period where the MMT serve as professionaldevelopers while they complete the five years of servicerequired by this program. In the second phase the certifiedMMTs will assume leadership roles within high need school districts.Activities will include serving as mentors, participating incurriculum development projects, participating in pre‐serviceteacher education, and assisting in the development and implementationof professional development for other teachers, particularlyin the PMSRCs. MMTs will also participate as CooperatingTeacher during the practicum of 7‐12th grade pre‐servicemath teachers, and as mentors for beginning teachers. To evaluatethe impact of the PRMMTP, achievement in mathematicsattained by students of teachers in the Master Teachers projectwill be assessed through the standardized math tests which areadministered in all schools by the PRDE. Also, MMT Fellows willbe paired with comparable students taught by teachers fromcomparable high need schools using a matched‐control grouppre/post design. Results of these evaluation/research projectswould be used to identify elements that enhance students’academic achievement in math.2012 NSF Robert Noyce Teacher Scholarship Program ConferenceA60


PI POSTER ABSTRACTS152Title: University of Rochester Noyce Scholars Program: PreparingHighly Qualified Mathematics and Science Teachers for HighNeeds SchoolsNSF Noyce Award Number: 1136212Principal Investigator: Raffaella BorasiEmail: rborasi@warner.rochester.eduInstitution: University of RochesterCo‐PI(s): Jeffrey Choppin, Michael Gage, and April LuehmannPresenter(s): Raffaella Borasi, University of Rochester,rborasi@warner.rochester.eduThe University of Rochester’s (UR) commitment to increasinghigh quality STEM teachers for high needs schools through theWarner Graduate School of Education initial teacher preparationprograms has three key activities currently in progress. First, ourNoyce Phase I scholarship recipients have graduated and receivedtheir teaching certificates; they are receiving supportthrough Warner School mentoring and networking efforts. Second,the Noyce Scholars in science programs are receiving additionalsupport through a Noyce Supplement grant. A new WarnerSchool course, Implementing Reform‐based Science Education,engages graduates from the science education programs inan opportunity to do action research in their classroom with thesupport of their colleagues and Warner faculty. The third activityis the recruiting of new Noyce Scholars for UR’s Phase II grantwhich started in January 2012. In this poster, we report onthese efforts to support novice STEM teachers in their teaching,to continue the growth of Science teachers as they grapple moredeeply with reform‐based pedagogy and to recruit new cohortsof STEM teacher candidates.153Title: USD's Noyce ProjectNSF Noyce Award Number: 0934717Principal Investigator: Lisa BairdEmail: janef@sandiego.eduInstitution: University of San DiegoCo‐PI(s): Jane Friedman, Jeremy Kua, and Joi SpencerPresenter(s): Jane Friedman and Krishelle Hardson‐Hurley, Universityof San Diego, janef@sandiego.eduWe will present an overview of the Noyce Project at the Universityof San Diego, a comprehensive unaffiliated Catholic University.We will provide details of the progress of our first fellow,Hardson‐Hurley.154Title: University of South Alabama Noyce Pathway to Scienceand MathematicsNSF Noyce Award Number: 0934829Principal Investigator: Andre M. GreenEmail: green@usouthal.eduInstitution: University of South AlabamaCo‐PI(s): Phillip Feldman, University of South Alabama (PTS andPTM), Justin Sanders, University of South Alabama (PTS), MadhuriMulekar, University of South Alabama (PTM), and KatherineMalone, Bishop State Community College (PTM)Presenter(s): Andre M. Green, University of South Alabama,green@usouthal.eduKelly Byrd, PTM project mentor, Tami May, Ashley Velazquez,Peter Kupfer, and L. Michael VesoulisPathway to Science (PTS) and Pathway to Mathematics arePhase 1 projects involving the University of South Alabama Collegeof Education, College of Arts and Sciences, Bishop StateCommunity College, and the Mobile County Public School System(MCPSS), the largest school district in Alabama and the 39thlargest in the nation. All entities involved have a vested interestin increasing the number of certified secondary science andmath teachers.Project goals include:• PTS and PTM will prepare up to 22 science and 25mathematics teachers over a five year period who arehighly qualified to teach chemistry, physics, biology, generalscience, or mathematics. PTS and PTM seeks to double thesize of the current education program and work towardcreating a steady stream of future science and mathematicseducation majors, which will in turn increase the number ofscience and mathematics teachers.• PTS and PTM will enhance student achievement by providingcertified science and mathematics teachers in thoseclassrooms that currently have no certified teachers.• PTS and PTM will create a replicable model that will provideongoing mentoring and professional development for novicescience teachers to increase the probability that theywill be retained and become career teachers.• PTS and PTM will recruit science and mathematics majorsinto graduate science and mathematics education through acontent rich alternative certification curriculum that willculminate in a master’s degree in secondary science ormathematics education.155Title: The University of South Carolina Noyce GrantNSF Noyce Award Number: 1035379Principal Investigator: Jan YowEmail: winnk@mailbox.sc.eduInstitution: University of South CarolinaCo‐PI(s): Ed Dickey, Christine Lotter, Bert Ely, and Gerry Lopezde‐VictoriaPresenter(s): Kathy Henson, The University of South Carolina,khenson@sc.eduA612012 NSF Robert Noyce Teacher Scholarship Program Conference


PI POSTER ABSTRACTSThrough the University of South Carolina Noyce Grant we seekto increase the number of qualified secondary STEM teachers inhigh‐needs school districts. We provide up to $10,000 per yearper scholar. Recipients of the scholarship have opportunitiesthrough our EDSE 310/410 courses to work in our partner schooldistricts for more hands‐on experience in high‐needs classrooms.Our fellows have opportunities to attend local, state, and nationalconferences in their field. We also hold monthly groupmeetings with guest speakers from the education field. Ourclose cohorts provide excellent support for our future teachers.156Title: USF Robert Noyce STEM Scholar ProgramNSF Noyce Award Number: 1035273Principal Investigator: Gladis KersaintEmail: kersaint@usf.eduInstitution: University of South FloridaCo‐PI(s): Allan Feldman, Mile Krajcevski, and Jeffrey RyanPresenter(s): Gladis Kersaint (PI) Kersaint@usf.edu, AthenaWhite (Scholar) awhite7@usf.edu, University of South FloridaThe University of South Florida (USF) Robert Noyce Science,Technology, Engineering, and Mathematics (STEM) Scholars programprovides $30,000 stipends to 31 graduating seniors, recentgraduates, and career changers who are interested in earningtheir teaching credentials in mathematics or science by enrollingin a one‐year accelerated Masters of Arts in Teaching (MAT)program as a full time student. The stipend covers the cost ofattendance (i.e., tuition and fees) and other expenses. In return,the Noyce STEM scholars commit to teach for at least two yearsin one of the following Tampa Bay area high needs school districts:Hernando, Highlands, Hillsborough, Manatee, Pasco, Pinellas,Polk, or Sarasota.The first cohort (2011‐2012) of eight scholars is a diverse group,including three males and five females with different ethnicbackgrounds: 2 African American, 1 Hispanic, 1 Middle Easternand 4 White. Three students will earn certification in Mathematics6‐12 and five will earn Certifications in Biology 6‐12. This cohortof students will complete their coursework this summer andbegin teaching fulltime in the fall, simultaneously completingtheir internship requirement for the program with support. Aspart of their program requirements, scholars completed twopracticum experiences in urban settings: one at the middleschool level and one at the high school level.and Michael F. EscalantePresenter(s): Frederick W. Freking, University of Southern California,freking@usc.eduThe USC Robert Noyce Science Scholars Program has many levelsof support. All USC Noyce Science Scholars are part of a cohortof science teachers that learn together and support one anotherthrough two pedagogy courses and two guided practice placements.To further support our USC Noyce Science Scholars, wehave created an online Urban Science Teacher Network (USTN).The USTN will provide additional support for our MAT@USCNoyce Scholars, their mentors, and eventually our Noyce Alumni.Synchronous online monthly meetings allow fellows to sharelesson plans, literacy strategies, management ideas, or any othertopic these teachers deem necessary. As Science Scholars participatein both synchronous and asynchronous teams, they receiveand provide support, encouragement, and feedback asthey analyze lesson plans, videos of instruction and studentwork. We also plan to use this network to connect scientistswith our Noyce Scholars. In this poster session, we will sharedata from the online forum that is shaping how we structure theonline USC Urban Science Teacher Network.158Title: Noyce Scholarship Program at the University of SouthernMississippiNSF Noyce Award Number: 0630436Principal Investigator: Deborah BoothEmail: Deborah.Booth@usm.eduInstitution: University of Southern MississippiCo‐PI(s): Mary Peters, Chris Sirola, Sherry HerronPresenter(s): Deborah Booth, University of Southern Mississippi,deborah.booth@usm.eduThe University of Southern Mississippi has funded twenty‐fourundergraduates in our Noyce Scholarship Program. Four havefulfilled their agreements, eleven are currently working in highneed school districts and are in the process of fulfilling theiragreements, one will graduate this May, and three students willgraduate in May 2013. One student who graduated in Decemberis currently looking for a job. Three students have droppedout, and the remaining three will graduate in May 2013. In the2012/2013 year of our program, we hope to fund six full scholarships.157Title: The Development and Implementation of an Online ScienceTeacher Support NetworkNSF Noyce Award Number: 1136442Principal Investigator: Frederick FrekingEmail: freking@usc.eduInstitution: University Of Southern CaliforniaCo‐PI(s): Anthony B. Maddox, Douglas G. Capone, Gary Scott,159Title: Offering Future Teachers of STEM Training in the SkillsRequired to Successfully Engage High School Classes in Cross‐Disciplinary Team Research on STEM ProjectsNSF Noyce Award Number: 1136102Principal Investigator: Susan E. RiechertEmail: riechert@utk.eduInstitution: University of Tennessee2012 NSF Robert Noyce Teacher Scholarship Program ConferenceA62


PI POSTER ABSTRACTSCo‐PI(s): Susan M BennerPresenter(s): Susan E Riechert, University of Tennessee,riechert@utk.eduWe report on the implementation of a research methods courserequired of future teachers of STEM subjects at UTK. The courseoffers a thorough treatment of the scientific process through itstechnological application. Experience with literature search,modeling, experimental design, statistical and technical writingand reporting skills was offered as well as formal training in effectivecommunication and group interaction skills. The researchemphasis is on an integrated, multidisciplinary experienceamong STEM disciplines.. During the course of the semester,student interns participated in two interrelated, team projects:one involving a model science system that is linked to their major(math majors join a quantitative project), and a second projectthat meets all of the elements of a STEM experience in thatit is quantitative and also involves at least one science, an engineeringprinciple, and a technological application.The model system a team used in their respective projects mustbe one that does not require expensive equipment or skill levelsbeyond the math and science content required of high schoolstudents. We provide examples of the model systems studentteams chose in this first offering of the course: auditory communication,behavioral trait variation in grain storage beetles, thephysics of jumping, the aerodynamics of flight and biofuels.160Title: TEACH/Here: An Urban Teacher Residency for SecondarySTEM TeachersNSF Noyce Award Number: 1035455Principal Investigator: Susan BennerEmail: sbenner@utk.eduInstitution: University of Tennessee, KnoxvilleCo‐PI(s): Stu Elston and Dan ChallnerPresenter(s): Susan Benner, UTK, sbenner@utk.edu and GeriLandry, UTK, glandry@utk.eduThe Teach/Here Urban Teacher Residency program is a partnershipbetween the University of Tennessee, the Public EducationFoundation, Hamilton County Schools, and Knox County Schools,designed to attract, prepare and retain high potential math/science teachers for high need, urban schools. The impact of theinitiative is unfolding as our first cohort completes its first yearof teaching and the second cohort is nearing the end of the residencyyear. Through this focused year‐long residency programthat provides tuition waivers, stipends, and supportive mentoringinto the first years of teaching, we have created an effectivenew approach to pre‐service teacher development.Nine graduates from the first cohort successfully completedtheir first semester with support from the TEACH/Here InductionCoordinator. In addition to ongoing weekly planning meetingsand classroom observations, the coordinator has begun collabo‐rating with site‐based instructional coaches to help graduatesimplement best practices as determined by school leadership.He communicates with principals about the graduates’ progressin successfully using these classroom practices.Graduates have also benefitted from monthly graduate seminarsconducted across the two districts via video conferencing with asite supervisor in Knoxville to address questions and concernsspecific to that district. Graduates are required to report back tothe group on how they have implemented the lessons learnedfrom these seminars in their classrooms. We anticipate that100% of the members of cohort I who became secondary STEMteachers will remain in their placements in 2012‐2013.All fourteen members of Cohort 2 completed the first semesterof the residency year and began eight weeks of full‐time leadteaching in January. They also began the second semester ofUTK coursework, a busy semester in which they will completethe Teacher Performance Assessment, Action Research, andadditional coursework. The TEACH/Here team is close to completingthe selection of a third cohort of six mathematics teachingfellows that will be split across the two districts. The posterwill highlight our curriculum, selection processes, the TeacherPerformance Assessment process, induction and mentoring support,and placement procedures.161Title: Mathematics, Chemistry, and Physics Teachers: Recruitingand Retaining the Best and Brightest in High Need Areas forHigh Need SchoolsNSF Noyce Award Number: 0833343Principal Investigator: Ann CavalloEmail: cavallo@uta.eduInstitution: University of Texas at ArlingtonCo‐PI(s): Gregory Hale, Ramon Lopez, and James EppersonPresenter(s): Ann Cavallo, UTA, cavallo@uta.edu; Gregory Hale,UTA, greghale@uta.edu; Ramon Lopez, UTA, relopez@uta.eduJanis Mergele, UTA, mergele@uta.edu, Kelly Hoke, UTA,kelli.hoke@mavs.uta.edu; James Epperson, UTA,epperson@uta.edu; Caroline Robb, UTA, mavs.uta.eduThe Robert Noyce Scholarship Program for Science and MathematicsTeachers program (I) recruits and prepares high schoolmathematics, chemistry, and physics teachers highly qualified toteach in the Dallas, Arlington, and Fort Worth IndependentSchool Districts. Our program is a collaborative effort among theUniversity of Texas‐Arlington’s (UTA) College of Education andHealth Professions and College of Science and these surroundingurban school districts. Together, our leadership team provides aprogram of campus courses, online/hybrid courses, and classroomteaching experiences to certify 37 new mathematics andscience teachers for the three school districts. The program alsoprovides an extensive mentoring and induction program ofA632012 NSF Robert Noyce Teacher Scholarship Program Conference


PI POSTER ABSTRACTSteachers throughout their program and into their first years ofteaching.The objectives are to: 1) recruit mathematics and scienceteacher candidates from baccalaureate programs and careerchangers from local industry, 2) provide a quality two‐trackteacher certification program for candidates, and 3) induct,monitor, and mentor teacher candidates through the programand their early years of teaching.This project also actively recruits teacher candidates of underrepresentedgroups, and those in science and mathematics areaswhere there is greatest teaching need, specifically the physicalsciences and higher‐level mathematics. Our recruitment effortsfor Noyce Scholars have been enhanced by a comprehensiveSTEM teacher candidate recruiting program already in place inour UTeach Arlington programwhich has effectively recruitedcandidates primarily of underrepresented groups in science topursue physics, chemistry or mathematics teacher certification,and has a highly successful summer internship program.162Title: High School Earth and Life Science, and Middle Level Scienceand Mathematics: Preparing Teachers to Teach the NextGenerationNSF Noyce Award Number: 1035483Principal Investigator: Ann CavalloEmail: greghale@uta.eduInstitution: University of Texas at ArlingtonCo‐PI(s): Greg Hale, Ramon Lopez, Theresa Jorgensen, LauraMydlarz, and Laura GoughPresenter(s): Ann Cavallo, The University of Texas at Arlington,cavallo@uta.eduGreg Hale, The University of Texas at Arlington,greghale@uta.eduRamon Lopez, The University of Texas at Arlington,relopez@uta.eduTheresa Jorgensen, The University of Texas at ArlingtonThe Robert Noyce Scholarship Program for Science and MathematicsTeachers program (II) educates and prepares teacherswho are highly qualified to teach in the Dallas, Arlington, FortWorth, and Hurst‐Euless Bedford Independent School Districtsand is a collaborative effort among the University of Texas atArlington’s (UTA) College of Education and Health Professions,College of Science, Tarrant County College, and these four surroundingurban school districts. Together, our leadership teamprovides a program of campus courses, online mentoring, andclassroom teaching experiences to certify 54 secondary earthand life science teachers, and middle level science and mathematicsteachers for the four school districts.Our objectives are to: 1) recruit mathematics and scienceteacher candidates from baccalaureate programs, communitycolleges, and career changers from local industry, 2) provide aquality two‐track teacher certification program for candidates,and 3) induct, monitor, and mentor our teacher candidatesthrough the program and their early years of teaching.Recruitment efforts for Noyce Scholars have been enhanced by acomprehensive STEM teacher candidate recruiting program alreadyin place in our UTeach Arlington program. Our NoyceScholarship program expands efforts in recruiting and maintainingthe influx of new STEM teacher candidates in the UTeachArlington program from our student population, communitycolleges, and the local area, and provides a highly productiveand successful summer internship program.163Title: UTeach ReplicationNSF Noyce Award Number: 0630376Principal Investigator: Michael MarderEmail: marder@mail.utexas.eduInstitution: University of Texas at AustinCo‐PI(s): Larry AbrahamPresenter(s): Michael Marder, UT Austin,marder@mail.utexas.eduThis poster will present some of the ideas behind the replicationof UTeach across the US, why we took an approach to educationreform different from many other organizations, and the lessonswe are learning.164Title: Inquiry, Integration of Mathematics & Science, andReflection: Components of the Robert Noyce Scholarships forTeaching MinersNSF Noyce Award Number: 1035502Principal Investigator: Eric A. HagedornEmail: ehagedorn@utep.eduInstitution: University of Texas at El Paso (UTEP)Co‐PI(s): Olga Kosheleva, Laura Serpa, Amy Wagler, and RonaldWaglerPresenter(s): Eric A. Hagedorn, UTEP, ehagedorn@utep.eduWendy Chavez Aragones, UTEP, waragones@miner.utep.eduNancy Aguirre, UTEP, naguirre90@hotmail.comTwo themes are integral to the Robert Noyce Scholarships forTeaching Miners Program at the University of Texas at El Paso:inquiry‐based pedagogy and the integration of mathematics andscience. As such, our professional development workshops forNoyce Scholars always include inquiry‐based activities that integratemathematics and science. Reflection, a critical cognitiveprocess for any teacher, is emphasized in our program throughregular contributions to a Professional Development Portfolio.The earlier contributions to the portfolios have consisted of2012 NSF Robert Noyce Teacher Scholarship Program ConferenceA64


PI POSTER ABSTRACTSwork samples from classes (whether education or content) witha self‐reflection. Later contributions include reflections on classroomobservations and student teaching experiences.In this poster we will summarize the inquiry/math‐science integrationactivities of the past two years and how they relate tothe Texas state standards for science and mathematics (TEKS:Texas Essential Knowledge and Skills). We will also summarizethe types of work samples and reflections we have obtained todate and describe any emergent themes.165Title: Support for Noyce Interns and Scholars at the Universityof Texas at TylerNSF Noyce Award Number: 1035462Principal Investigator: Bambi BaileyEmail: bbailey@uttyler.eduInstitution: University of Texas at TylerCo‐PI(s): Fredericka BrownPresenter(s): Bambi Bailey, The University of Texas at Tyler,bbailey@uttyler.eduThe Noyce Interns and Scholars at the University of Texas at Tylerare part of UTeach UT‐Tyler, the secondary STEM educationprogram which allows a student to “test drive” teaching early inhis/her STEM major and provides flexibility in scheduling so thatboth the STEM courses and education courses can be completedin four years resulting in a degree and certification. Prior to implementingthe UTeach program at UT‐Tyler, students chose tocomplete their STEM degrees, get a teaching position followedby alternative certification courses. There were no field experiencesrequired other than on the job training and many individualsleft teaching soon after completing their certification. TheUTeach model allows students to explore different grade levelsof teaching early and, once a student decides to include certificationas part of their degree, schedule field experiences withteachers who are exemplars in the field.Noyce Interns and Scholars not only participate in the UTeachprogram, but also have support for undergraduate research experiences(Interns and sometimes Scholars), university professionaldevelopment with master teachers (Interns and Scholars)and travel to professional development outside the university(Scholars).Noyce Scholars seeking certification in science content areasreceive subscriptions to the NSTA Learning Center for additionalhelp with lesson planning, assessment, and appropriate use oftechnology. The NSTA Learning Center is a professional developmentsite where teachers may develop portfolios, libraries ofresources, and collections of materials and resources by topic.There is also a community forum where teachers discuss curriculum,assessment, content issues, technology, policy, and professionaldevelopment opportunities. Aspiring science teachers caneither learn by lurking or by active participation. Most studentsindicate that they intend to lurk, but get caught up in the discussionand find themselves interacting. Noyce Scholars seekingcertification in mathematics receive a membership to the NationalCouncil for Teachers of Mathematics and access to alltheir resources. The website includes similar support as theNSTA Learning Center for young mathematics teachers.166Title: UT Permian Basin Noyce Scholars: Supporting StudentAchievement in High Needs Schools through the Recruitment,Preparation and Induction of Highly Qualified STEM TeachersNSF Noyce Award Number: 0833283Principal Investigator: Roy HurstEmail: hurst_r@utpb.eduInstitution: University of Texas of the Permian BasinCo‐PI(s): Doug HalePresenter(s): Roy Hurst, University of Texas of the Permian Basin,hurst_r@utpb.eduThe University of Texas of the Permian Basin's (UTPB) RobertNoyce Scholars program is preparing highly qualified mathematicsand science teachers to meet the needs of our partner schooldistricts in southwest Texas. UTPB's Noyce Scholars are recruitedprimarily from undergraduate majors, with a smaller contingentcomprised of recent graduates or career changers with the desireto teach and effect change. Reflecting the demographics ofwestern Texas and the university, more than 65% of the UTPBNoyce Scholars are female and ethnically Hispanic (Mexican‐American). By reducing financial barriers and providing a supportingframework, the project is facilitating the recruitment,success, and retention of these students, who are historicallyunderrepresented in the STEM teaching ranks.167Title: MfA Utah: Content‐Driven Pedagogy in a Teacher TrainingProjectNSF Noyce Award Number: 0934894Principal Investigator: Hugo RossiEmail: rossi@math.utah.eduInstitution: University of UtahCo‐PI(s): Mary BurbankPresenter(s): Hugo Rossi, Carter Jensen, and Lisa FriedmanMfA Utah (at the University of Utah and Utah State University)recruits candidates with strong mathematics/science backgroundinto a five‐year induction program, with a view to producingteacher leaders in high need schools. In the first year thecandidate is a full time graduate student, and is a full‐timeteacher for the remainder, receiving an MS and professionaldevelopment in content, pedagogy and leadership. During thefirst two years, the fellow is paired with a mentor who guidesthe fellow through the induction period.A652012 NSF Robert Noyce Teacher Scholarship Program Conference


PI POSTER ABSTRACTS168Title: The University of Vermont Robert Noyce ScholarshipProgramNSF Noyce Award Number: 0934714Principal Investigator: Regina ToolinEmail: Rtoolin@uvm.eduInstitution: University of VermontCo‐PI(s): Lesley‐Ann Dupigny‐Giroux and Rory WatermanPresenter(s): Regina Toolin, University of Vermont,Rtoolin@uvm.eduBeth White, University of Vermont, Beth.white@uvm.eduThe Phase I Robert Noyce Scholarship Program at the Universityof Vermont(UVM) will award 12 undergraduate scholarships(three 2‐year scholarships each year over a 4‐year period) and 15graduate stipends (three 1‐year stipends each year over a 5‐yearperiod) through a competitive process to STEM majors enrolledin science teacher education in the College of Education andSocial Services. In addition, the program will award 40 undergraduates(8 undergraduate students per year over a 5‐year period)a stipend for their participation in a 10 week summer researchinternship. To date, 12 Noyce Scholarships and 16 summerresearch internships have been awarded. The UVM Noyceprogram, designed to attract, prepare and retain secondaryschool teachers with strong content and pedagogical expertise inthe natural and environmental sciences, is being deliveredthrough a collaborative partnership between UVM’s highly effectiveand nationally recognized College of Education and SocialServices and College of Arts and Sciences and local high needhigh schools and will lead to strategies of recruitment in scienceeducation as well as in retention of undergraduate and graduatescience students. This presentation will highlight some of thestrategies that have been implemented in the marketing andrecruitment phases of the program.169Title: Privileging Student Voice through Making Student ThinkingPublicNSF Noyce Award Number: 0833012Principal Investigator: Mark WindschitlEmail: eawright@uw.eduInstitution: University of WashingtonPresenter(s): Elizabeth Wright, University of Washington, eawright@uw.eduCara Allen, University of Washington, allencara@gmail.comYour students bring a wide range of interest, expertise and priorknowledge into the classroom every day. A critical part of yourwork as a teacher is to unveil their scientific thinking and usetheir ideas to inform your instructional practice. It can be overwhelmingto figure out what to do with all of their ideas, especiallyas they emerge and change, in a way that honors all studentsequitably, makes sense to your students (and you!) andencourages meaningful scientific discourse.Here are several ways to make student thinking public:• Initial Whole‐Class Models: Initial Whole‐Class Models arecreated by eliciting student ideas towards the explanationof a scientific phenomenon. They can incorporate think‐pair‐share during the co‐construction of the initial model.• Small Group Models: Like whole‐class models, small groupmodels are created by eliciting student ideas towards theexplanation of a scientific phenomenon. Students are encouragedto build consensus and be prepared to share theirideas and rationale when finished.• Conflicting Hypotheses: Throughout the course of the unit,gathered evidence can be assigned to the hypothesis/hypotheses that the evidence supports. This particularstrategy can be useful if/when two or three hypothesesemerge from the students around a scientific phenomenon.• Evidence Buckets: Evidence buckets are one way to aggregateevidence according to themes identified by studentsduring whole‐class/small group discussions in support oftheir explanations of a scientific phenomenon.• Post‐it Note Evidence and Explanation: As thinking changes,student models, hypotheses and explanations are also likelyto change. Using different colored post‐it notes to mark theprogression of those emerging ideas can be a powerful toolfor students to memorialize the progression of their thinking.They can also be used by students to offer feedback,critique and analysis.• Explanation Checklists: As students gather evidence thatconfirms or disconfirms their thinking, components of acomplete explanation will emerge. An explanation checklistis one way for students to create a public record of thosecomponents.• Summary Charts: Summary charts are an organizational toolthat provides an opportunity for students to collectivelysummarize the individual teaching/learning events of a unit,and then use the chart to make connections between andamong those individual components.This poster will present photo‐documentation of student work,reflections of teachers about how these representations elicitedstudent thinking and how that informed their instructional practice.170Title: Alternative Careers in Teaching: A Pathway to Math orScience Teaching for Non‐Traditional StudentsNSF Noyce Award Number: 0833324Principal Investigator: Michael E. BeethEmail: beeth@uwosh.eduInstitution: University of Wisconsin OshkoshCo‐PI(s): Tammy Ladwig2012 NSF Robert Noyce Teacher Scholarship Program ConferenceA66


PI POSTER ABSTRACTSPresenter(s): Michael E. Beeth, University of Wisconsin Oshkosh,beeth@uwosh.eduTammy Ladwig, University of Wisconsin Fox Valley,tammy.ladwig@uwc.eduPamela Josifek, University of Wisconsin Fox Valley, pamela.josifek@uwc.eduBrandon Nelson, University of WisconsinThis poster showcases a successful approach to the recruitmentand preparation of non‐traditional STEM teachers ‐ the AlternativeCareers in Teaching program (Act!). Act! is a partnershipbetween six institutions of higher education in Northeast Wisconsin.Many students receive financial support through one oftwo Noyce awards to the Act! program. The goal of Act! is toincrease the number of licensed, highly qualified math and scienceteachers. Act! recruits non‐traditional adults with a Bachelor’sdegree or higher to transition from careers as practicingmathematicians and scientists to careers as professional educators.More than 80 individuals have enrolled in Act! since it beganin 2006; and more than 500 have inquired about this alternativepathway to becoming a teacher of math or science.Our poster includes information on this multi‐institution program,the customization of our curriculum for non‐traditionaladult learners, demographic information about applicants acceptedinto Act!, recruitment and marketing issues, informationon the employment of program completers, and testimonialstatements from current and former Act! students. Two recipientsof Noyce stipends will be on‐hand to share their experiencesin the Act! program.171Title: Math for America Los Angeles: Improving StudentAchievement by Focusing on Teacher Quality, Preparation andProfessional DevelopmentNSF Noyce Award Number: 0934923Principal Investigator: Karen GallagherEmail: pam@mathforamerica.orgInstitution: USC Math for America Los Angeles / USC RossierSchool of EducationCo‐PI(s): Darryl Yong, David DrewPresenter(s): Pam Mason, USC Math for America Los Angeles,pam@mathforamerica.orgMath for America Los Angeles (MfA LA) is a non‐profit organizationformed by the partnership of University of Southern California(USC), Claremont Graduate University (CGU) and HarveyMudd College (HMC). MfA LA’s main goal is to improve studentachievement in mathematics by “developing transformationalsecondary school mathematics teachers.” MfA LA attracts individualswith talent and passion for mathematics and providesthese individuals with the resources needed to become successfulteachers that will make a difference in schools, districts, andthe lives of the students.The evaluation of the MfA LA Teacher Fellows program has studiedhow the program has functioned through the first three programyears. In general, program activities such as monthly professionaldevelopment meetings, conference attendance, andcoaching support have been well implemented. Nine out of tenfellows currently report intentions to stay in the teaching professionbeyond the program and attribute their positive experiencewith MfA LA and strong ties developed with other cohort membersto be influential in this decision. Financial support providedFellows with a unique opportunity to pursue careers in mathematicsteaching. Fellows are generally very satisfied with theprogram, particularly the professional development they havereceived.172Title: Utah Valley University and NoyceNSF Noyce Award Number: 0934942Principal Investigator: Richard TolmanEmail: faurotvi@uvu.eduInstitution: Utah Valley UniversityCo‐PI(s): Christine WalkerPresenter(s): Vivienne Faurot, Utah Valley University,faurotvi@uvu.eduAt Utah Valley University, we have many nontraditional students.Through the Noyce Scholarship program two single mothershave been able to pursue their dreams of becoming biologyand mathematics teachers.173Title: The Vassar College Noyce Teacher Scholarship ProgramNSF Noyce Award Number: 1035409Principal Investigator: Charles I. SteinhornEmail: steinhorn@vassar.eduInstitution: Vassar CollegeCo‐PI(s): Christopher B. Bjork, J. William Straus, and Cindy B.SchwarzPresenter(s): Charles I. Steinhorn, Vassar College, steinhorn@vassar.eduand J. William Straus, Vassar College,straus@vassar.eduThe structure, goals, activities of the Vassar Noyce TeacherScholarship Program are described. These are highlighted viaVassar's Noyce scholars and interns.174Title: Virginia Tech to Virginia TeacherNSF Noyce Award Number: 0832992Principal Investigator: Anderson NortonEmail: norton3@vt.eduInstitution: Virginia TechA672012 NSF Robert Noyce Teacher Scholarship Program Conference


PI POSTER ABSTRACTSCo‐PI(s): Susan Hagen, Bettibel Kreye, Megan Wawro, and JesseWilkinsPresenter(s): Anderson Norton, Virginia Tech, norton3@vt.eduBridget Arvold, Project Evaluator, barvold@gmail.comDavid Plaxco, Virginia Tech, dplaxco@vt.eduThe Virginia Teach Noyce program has awarded 28 scholarshipsto promising mathematics teachers committed to teaching inhigh‐needs schools. Ten scholars have begun their professionalcareers, with nine teaching in the Commonwealth of Virginia.These nine teachers completed Virginia Tech’s undergraduatedegree in Mathematics with a combined average GPA of 3.64.They earned Master’s degrees in Mathematics Education andare now finishing their first (seven scholars) and second (twoscholars) years of teaching.The focus of project evaluation and project research has shiftedto these nine teachers as we investigate the project’s impact onteaching and learning in the Commonwealth of Virginia. Howwell have Virginia Tech and the Virginia Teach project preparedNoyce Scholars as they begin their professional careers as secondaryschool mathematics teachers?The project evaluator has completed the first of three rounds ofclassroom observations for three of the Scholars. On the basis ofseven categories of “student look‐fors” (Wray, 2011), whichroughly align with NCTM’s six principles for school mathematics,early results indicate that Noyce scholars are well prepared fortheir new profession, with the possible exception of classroommanagement.Responding to questions on preparedness of one scholar, herprincipal responded:• She understands mathematics in ways to be able to teach itso students gain understanding.She is very reflective and is constantly adapting her strategiestoo.• She is doing well.• She has struggled a bit with classroom management, butshe is getting better.• Her struggles are particularly with the lower level students.• Overall, her preparation was excellent.Such responses seem to generalize to most scholars from theVirginia Teach project; they are especially well prepared in termsof mathematics and teaching strategies, but need continual reflectionto grow in response to challenges related to classroommanagement in high‐needs schools. Our poster presentation willshare stories to support this theme and to consider possiblesolutions within our teacher education program.175Title: WINS Scholars Study Pedagogy in Action Research ProjectsNSF Noyce Award Number: 0934693Principal Investigator: Leah McCoyEmail: mccoy@wfu.eduInstitution: Wake Forest UniversityCo‐PI(s): Angela KingPresenter(s): Leah McCoy, Wake Forest University,mccoy@wfu.eduSamantha Freiberg, Wake Forest University, freisk11@wfu.eduAnna Hester, Wake Forest University, walka27@wfu.eduJoseph Hester, Wake Forest University, hestjm7@wfu.eduThe WINS (Wake Innovative Noyce Scholars) program at WakeForest University serves preservice high school mathematics andscience teachers at the master’s level. At the end of the oneyearprogram, candidates receive the master’s degree and theteaching license.WINS integrates action research as a key component. Eachscholar is required to conceptualize, carry out and report on anaction research study which occurs during the student teachinginternship and involves exploration of pedagogy in the classroom.Nine studies from the current year will be described, andthree scholars will be present to answer questions.Study research questions include:1. What is the impact a scientific module‐formatted unit onstudent attitudes towards science?2. How does incorporating and encouraging students’ creativeexpression through the arts affect their overall engagementand motivation in the math classroom?3. How does writing “MathTweets” several times each week tosummarize the material affect students’ perceptions abouttheir level of engagement in math and their understandingof course material?4. How can graphing calculators be used to support conceptualunderstanding in mathematics?5. How does having students identify self‐relevant future goalsand form related sub‐goals affect their perception of relevance,task instrumentality, and achievement in a mathclass?6. How does use of humanistic, research‐based science storiesaffect high school biology students’ identification with science?7. Does implementation of a problem‐based learning methodlead to the creation of female scientific identity, increasedlearning and performance?8. How does use of peer‐teaching with group presentationsimprove the learning and understanding of new physicscontent material?9. What is the impact of reflective journal writing on studentengagement in a high school Biology class?2012 NSF Robert Noyce Teacher Scholarship Program ConferenceA68


PI POSTER ABSTRACTSThe action research process and outcomes is a key part of theWINS program. It facilitates development of both pedagogicaland leadership skills in beginning STEM teachers.176Title: Underrepresented Engineers as Mathematics Teachers intheir Home CommunitiesNSF Noyce Award Number: 0630417Principal Investigator: Robert G. OlsenEmail: bgolsen@wsu.eduInstitution: Washington State UniversityCo‐PI(s): Tariq AkmalPresenter(s): Robert G. Olsen, Washington State University,bgolsen@wsu.eduWashington State University (WSU) has offered Noyce scholarshipsto 1) engineering majors who agree to remain in school anadditional year to earn a teaching certificate and 2) math educationmajors who agree to remain in school an additional year tocomplete a minor in engineering. The engineering backgroundprovides examples they can use in class to provide motivationfor the study of mathematics. Middle and/or High School studentsbenefit from more relevant education (because engineersuse math on a daily basis and can provide a real context for lessontopics) and are exposed to professional opportunities thatthey may not have known about previously.A significant number of WSU Noyce Scholars have returned tohigh need schools in their home communities as math teachers.These new teachers are well qualified to teach math, are mentored,serve as role models and are able to encourage more oftheir students to pursue professional careers in science and engineering.The project targets schools in several counties in southcentral Washington, where the average inhabitant has a substantiallysmaller income and is much less likely to hold a BS degreethan the average Washington State resident. Students wholive there are much more likely to be of Hispanic ethnicity thanthose in other geographic areas of the state and to attend highneed schools. In 2012, ten Noyce Scholars are teaching eithermiddle or high school mathematics, one is student teaching, oneis working first before teaching, three are still in school and onedropped out of the program.177Title: Self‐Perceptions of College Students' Preparedness forSuccess in Chemistry: An Extension of a Noyce Scholar's ActionResearch ProjectNSF Noyce Award Number: 0833111Principal Investigator: Kasi JacksonInstitution: West Virginia UniversityCo‐PI(s): Jeffrey S. Carver, Johnna Bolyard, David Miller, MichelleWithers, Michelle Richards‐Babb, and Earl ScimePresenter(s): Jeffrey S. Carver, West Virginia University, Jeffrey.Carver@mail.wvu.eduWest Virginia University’s (WVU) Robert Noyce Scholars are allrequired to engage in a project that assists in the improvementof teaching and learning of undergraduate science or mathematicscourses at WVU. One Noyce Scholar expanded upon his fifthyear action research study to look at how college students perceivetheir own preparedness for success in college chemistrybased on their academic skills. Several key areas were identifiedas being self‐reported as strong skills for A and B students ascompared to those students who did not view themselves as Aand B students. This can have implications for helping teachersto make decisions related to the college readiness of their collegebound students.This poster will report on the findings of this Noyce Scholar’sreport and the implications this has had on the Noyce Scholarshipprogram at WVU.178Title: Western Kentucky University’s Noyce: Promoting ProfessionalismNSF Noyce Award Number: 0934804Principal Investigator: Hope MarchiondaEmail: hope.marchionda@wku.eduInstitution: Western Kentucky UniversityCo‐PI(s): Martha Day, Kerrie McDaniel, and Janet TassellPresenter(s): Hope Marchionda, Western Kentucky University,hope.marchionda@wku.eduWestern Kentucky University’s (WKU) Noyce Program seeks toincrease the number of highly qualified STEM educators in highneeds areas by increasing the numbers of mathematics and sciencemajors who choose teaching as a career. Our programplans to support 39 new teachers. The $10,000 financial incentiveis available for qualified juniors and seniors. WKU’s NoyceProgram enhances the current SKyTeach program by includingcyber‐mentoring, cyber‐networking, and sneak‐peeks into professionalismby providing memberships to national mathematicsand science teacher organizations and by funding travel to nationalmeetings. Retention efforts will build on relationships andprofessional learning communities established while at WKU andwill provide formal and informal opportunities for postgraduationmentoring by continuing the cyber component andholding meetings at professional conferences.During the 2011‐2012 academic year, we continued to focus onrecruiting STEM majors into teaching in high needs districts. Betweenour first two cohorts of Noyce Scholars, we have funded12 preservice teachers so far. Of the twelve Scholars, three aremajoring in biology, three are majoring chemistry, and six aremathematics majors. All of them have been given opportunitiesA692012 NSF Robert Noyce Teacher Scholarship Program Conference


PI POSTER ABSTRACTSto enhance their education by developing professional learningcommunities and by focusing on what professionalism means.Our Scholars have attended and presented at state, regional andnational meetings. They also participated in on‐campus seminarsdesigned to address topics that are important in the field of education.Topics for this year’s seminars addressed classroom management,making your mark in the classroom from the beginning,increasing cognitive complexity on math and science assessments,insights into the teenage brain, and more. These seminarsare open to all students, not just Noyce Scholars, and attendancethis year has average around 40 students. Reaction to thisyear’s activities has been positive and second year Scholars areexcited about the changes we made this year to improve on theseminars. External evaluation indicates that Noyce participationbenefits are over and above the financial component.179Title: TeachWashington Noyce Teacher Scholarships/StipendsProgramNSF Noyce Award Number: 0934785Principal Investigator: Bruce E. LarsonEmail: bruce.larson@wwu.eduInstitution: Western Washington UniversityCo‐PI(s): George NelsonPresenter(s): Bruce Larson, Western Washington University,bruce.larson@wwu.eduThe goal of the TeachWashington Noyce Teacher Scholarships/Stipends Program is to contribute to a larger vision to permanentlyincrease the number of secondary mathematics and scienceteachers prepared at Western Washington University(WWU) without sacrificing the proven quality of our graduates.We will award sixty‐one Noyce Scholarships or Stipends to STEMmajors in their junior and senior year and/or STEM graduates orprofessionals who are making a career change to becomemathematics or science teachers.To build demand for the scholarships, we will focus on threeactivities: 1) Prepare and support Freshmen and Sophomoreswho have declared a STEM major to receive summer internshipsteaching mathematics and science at local school districts. Aftercompleting the internship, these students will be eligible to applyfor Noyce Teacher Scholarships should they decide to pursuea teaching certificate; 2) Recruit junior and senior STEM undergraduates.On campus, we will clearly advise current STEM majorswho have not declared a teaching interest. We will workwith local community colleges to recruit graduates pursuing aSTEM major, and to identify candidates from under‐representedgroups. We will also work within our current recruitment effortsto identify future mathematics/science teachers who are facingfinancial obstacles that may prevent them from becoming teachers;3) Recruit STEM professionals who are considering a careerchange or have been or may be laid off, to consider teaching as asecond career. We will foster relationships with area companies’human resources departments to attract professionals who havethe interest and ability to become teachers.Currently, nine WWU freshmen/sophomores have been fundedto work in local high needs districts teaching summer schoolmathematics and science during summer 2011. Two school districtsreported that they could not have offered summer schoolprograms were it not for the Noyce Interns. Assisting local schoolsand helping children learn mathematics/science was not a part ofthe grant objectives, but it is a wonderful collateral benefit. Weanticipate 15 summer interns for summer, 2012. Interns meetwith PI Bruce Larson and co‐PI George Nelson to prepare for thesummer internship, keep journals on the experiences, and meetwith the PI/co‐PI afterwards to reflect on the experience. Participantsin the summer internships during 2011 showed significantimprovements in their understanding of teaching mathematicsand science, and in their interest in becoming middle school/highschool mathematics teachers.As of Spring 2012, we will have awarded thirty‐one awards toWWU students who are pursuing a teaching certificate to be middleschool/high school mathematics and/or science teacher(grade 6‐12). The awards total $310,000 of financial assistance.Recruitment of STEM professionals who are considering a careerchange will be an area of focus in 2012‐2013.180Title: Recruitment and Marketing Strategies: Seeking Passionateand Qualified Math and Science TeachersNSF Noyce Award Number: 0934540Principal Investigator: Eileen GardnerEmail: hilld@wpunj.eduInstitution: William Paterson UniversityPresenter(s): Djanna Hill, William Paterson University,hilld@wpunj.eduIn order to meet the growing demands for passionate urban mathand science teachers and to recruit and train highly qualified professionals,the NSF Robert Noyce Teacher Scholarship Program atWilliam Paterson University has incorporated innovative recruitmentand marketing strategies for the final two years of the program.For example, we have placed ads in online newspapers,created a Facebook page, and created marketing tools like brochures.In addition to placing information on our university webpages and in our university announcements, we have also sentinformation to university math and science advisors and havesent information to our graduating seniors with credits in mathand science. In an increased effort to recruit undergraduate students,we have communicated with our community college liaisonsacross the state and university transfer admissions counselors.We also have STEM events at the university for students and2012 NSF Robert Noyce Teacher Scholarship Program ConferenceA70


PI POSTER ABSTRACTSin‐service teachers including forums on teaching math or scienceas a career and professional development in math and sciencemethods.181Title: Meeting Policy Makers in the Middle: A Bottoms‐up Approachto Meeting Top‐down Mandates for Teaching in the21st CenturyNSF Noyce Award Number: 0934716Principal Investigator: Leslie KeilerEmail: annabeldsouza00@gmail.comInstitution: York College, City University of New YorkPresenter(s): Annabel D'Souza, Graduate Center, City Universityof New York, annabeldsouza00@gmail.com/adsouza@gc.cuny.eduIt can be challenging for educators, under current top‐downFederal, State, City and District mandates for effective instruction,to meet the policies and standards that emphasize highstakestesting while still exerting teacher agency in creating lessonsthat are meaningful to both teacher and students. Developinglearning activities that integrate and balance these crucialfacets of education is at the forefront for math and scienceteachers in the Robert Noyce Scholarship Program at York College,City University of New York. Scholars seek to empowerstudents and reduce “learned helplessness” by implementingguided inquiry to encourage personal responsibility over learning.This methodology also shifts the primary role of the educatorfrom instructor to facilitator. With this in mind, Scholars explore,discuss and construct learning activities that amalgamate theirteaching and learning styles with the critical tenets of constructivism.A sample guided inquiry learning activity is analyzed andits alignment with the Learning Cycle, types of questions,Bloom’s Taxonomy, and the 5E/7E instructional model is illustrated.A712012 NSF Robert Noyce Teacher Scholarship Program Conference


SCHOLAR/FELLOW POSTER ABSTRACTSS/F1Title: Amongst The STARRs: The Collective Experience of ASU'sSTARR Noyce ScholarsPresenter(s): Zachary Kovach, Current Noyce ScholarEmail: zachary.kovach@asu.eduInstitution: Arizona State UniversityProject Discipline: PhysicsURLs: www.education.asu.edu/Noyce /Facebook: ASU STARRNoyceWe are three undergraduate students in the Mary Lou FultonTeachers College at Arizona State University (ASU) with diversebackgrounds and experience. Amanda Davis studies SecondaryEducation with emphasis on Earth and Space Sciences, ZacharyKovach studies Secondary Education with emphasis on Physics,and Olivia Baser studies Secondary Education with emphasis onChemistry. Our poster will describe our collective experiences asASU STARR Noyce Scholars, how the program has benefited us,and our hopes for the future.S/F2Title: Teaching Special Relativity to High School StudentsPresenter(s): Bernard David, Current Noyce ScholarEmail: david3bg@gmail.comInstitution: Boston College: Lynch School of EducationSchool Name & District Currently Teaching: Student teaching inBoston Public SchoolsProject Discipline: Physics/EngineeringThis poster will present a detailed plan, including materials, forteaching Special Relativity to high school students.S/F3Title: Teaching Science to English Language LearnersPresenter(s): Alison Crocker, Current Noyce ScholarEmail: alicrock@gmail.comInstitution: Boston College: Lynch School of EducationSchool Name & District Currently Teaching: Student Teacher:Quincy High SchoolProject Discipline: BiologyTwo 16 year‐old English Language Learners (ELLs), one a recentimmigrant with limited English proficiency and one with almostno verbal skills in English, were interviewed to determine barriersto science understanding that each experienced. Both weremainstreamed for science instruction. Results indicated that theState of Massachusetts mainstreams ELLs too soon and thatteachers must possess strategies for teaching bilingual learnersto assure a modicum of success.S/F4Title: Earthquakes are Everywhere!Presenter(s): Laura Dougherty, Current Noyce ScholarEmail: lbdough@gmail.comInstitution: Boston College: Lynch School of EducationSchool Name & District Currently Teaching: Quincy High SchoolProject Discipline: GeosciencesStudents may be unaware that many shallow, small to moderateearthquakes occur throughout the Northeastern U.S. and SoutheasternCanada; however, their focal depth is frequently unknownbecause the seismic networks are sparsely distributedstations, increasing the difficulty of accurately determining thedepth of local earthquakes using the arrival times of P waves andS waves. It is important for students to understand what anearthquake is, what causes an earthquake to occur and whathazards they pose to the populations they impact. Through variousactivities, such as modeling a scale size of the Earth, findingearthquake activity on seismograms and researching the activitiesand dangers of a specific earthquake, students gain knowledgeof earthquakes and which regions are the most and leasthazardous (including where we live).S/F5Title: Linguistic Self EsteemPresenter(s): Michael Lavelle, Current Noyce ScholarEmail: michael.c.lavelle@gmail.comInstitution: Boston College: Lynch School of EducationSchool Name & District Currently Teaching: Student Teaching:Brighton High School, Boston Public SchoolProject Discipline: Linguistic Self‐EsteemThis research compares the linguistic self‐esteem of a selectedgroup of elementary school children who attend an after schoolprogram with their overall self‐esteem. One‐to‐one examinationsof linguistic and overall self‐esteem were administered.Results indicate no correlation, suggesting a unique dimension ofself‐esteem correlated with the value a student places on his/her L1 (first language).S/F6Title: Noyce Scholar, Biology Teacher, and Science ResearcherPresenter(s): Michaela Brant, Current Noyce ScholarEmail: michaelabrant22@gmail.comInstitution: California Polytechnic State UniversitySchool Name & District Currently Teaching: Atascadero HighSchool in Atascadero Unified School DistrictProject Discipline: Education, Biology, STEM (student teaching)My status as a Noyce Scholar has enabled me to take advantageof two powerful research opportunities for pre‐service teachers:the STEM Teacher and Researcher (STAR) Program and Space‐2012 NSF Robert Noyce Teacher Scholarship Program ConferenceA72


SCHOLAR/FELLOW POSTER ABSTRACTSward Bound Program. One of the most valuable assets a scienceteacher can have is research experience to draw from and integrateinto the classroom. I have been able to incorporate theseresearch experiences into my teacher credentialing experiencethis current academic year as part of my student teaching andwill discuss them in this poster.My STAR research experience in Summer 2011 with Dr. MichaelFlynn at NASA Ames Research Center focused on forward osmosisas a passive method to purify urine into drinking water forastronauts during emergency situations in space. I performedground‐based research while astronauts on the last shuttle missionperformed the space testing of the system. From this, Ideveloped an inquiry‐based lesson plan, and as part of theTeams Enacting Classroom Innovation Project funded by Google,I also developed a prezi presentation on osmosis to engage mystudents by involving them in real world research. The inquirylesson is modeled after the procedure I used to determine theefficiency of drinking water production. Students experimentwith and establish a concentration gradient and utilize the principlesof osmosis to push water across a semi‐permeable membrane.The prezi presentation allows me to share my researchwith my students, establish credibility in the field, and stimulatestudent questions.Additionally, I spent a week in March 2012 doing research withpre‐service teachers and NASA scientists in the Mojave Desert.We studied the composition, environment, and distribution patternsof extremophile biological soil crusts in hopes of using thisdata to extrapolate how to search for life on the microbial scalein harsh environments of other planets. I experimented withteaching from the field by posting pictures, videos, and blogsummaries of the research experience to my students. This providedthem with virtual involvement in current research in biotechnologyand the opportunity to relate to the field experienceto their ongoing unit on bacteria in the classroom. The webpageI set up also gave students the option to post questions to meand the other NASA researchers and get real‐time responses..The information from the webpage has been incorporated into aPowerPoint presentation to share with future classes. I also designeda cross‐disciplinary lesson with a future math teacher formy AP biology students based on planetary protection. Studentslearn about radiation environments and ways that NASA regulatesbiological contamination to other planets and analyze theirresults using statistical hypothesis testing.S/F7Title: Flipping the Classroom: A Non‐Traditional Approach toEducationPresenter(s): Colin Malcolm, Current Noyce ScholarEmail: cjmalcol@calpoly.eduInstitution: California Polytechnic State UniversityProject Discipline: ChemistryAs part of a grant associated with the Google Faculty Institute,Noyce Scholars from California Polytechnic State University inSan Luis Obispo worked with a local classroom teacher to explorethe use of technology to “flip the classroom.” The projectwas aimed at changing the traditional essentialist schoolstructure to allow optimal time for students to workcollaboratively during school hours. Teams of two pre‐serviceteachers (Cal Poly Students) and one public school teacher fromSan Luis Obispo High School identified one science unit to flip.Both teams flipped a unit focusing on nomenclature in a chemistryclassroom. Cal Poly Students worked with the classroomteacher to design the lesson and identify on‐line resources andother technology to facilitate the flip. To demonstrate the effectivenessof the intervention, we compared the class averagescores on the summative test to those of previous years to see ifthere was a significant difference in performance.S/F8Title: The Learn By Doing LabPresenter(s): Connor Drake, Current Noyce ScholarEmail: cdrake@calpoly.eduInstitution: California Polytechnic State University, San LuisObispoProject Discipline: PhysicsURLs: http://www.cesame.calpoly.edu/programs‐lbdl.htmlThe Learn By Doing Lab (LBDL), a class offered at the CaliforniaPolytechnic State University San Luis Obispo (Cal Poly), is an educationalopportunity for both local, visiting elementary/middleschool students and Cal Poly enrolled undergrads. The LBDL is alaboratory experience modeled after the Hands‐on ScienceLaboratory that was successfully implemented at California StateUniversity Chico. Every week, 4th‐8th grade students from localschools travel to CalPoly to attend the LBDL program, gainingexposure to science in the real world using a standards‐based,inquiry‐driven science curriculum.In addition to the opportunity for hands‐on discovery of practical,real‐world science, visiting students benefit from interactionwith college students,’ they also get to see the university campus,hopefully impacting their expectations and hopes of attendingcollege. The science content in the LBDL changes each quarter,but has included: Physical Science, Earth Science, Life Scienceand Engineering ‐ a list that that is continually growing.Each year, approximately 3,500 elementary/middle school studentsvisit the LBDL and over 100 Cal Poly undergraduates havethe opportunity to teach science through the program. All of theteachers in the LBDL are Cal Poly undergraduates who are planningor considering a career in teaching.This is intended to improve the K‐12 science teacher recruitmentprocess by providing a professional development experience andan opportunity for undergrads to gain firsthand experience withinquiry‐based instruction in the classroom. Approximately half ofA732012 NSF Robert Noyce Teacher Scholarship Program Conference


SCHOLAR/FELLOW POSTER ABSTRACTSNot far from Disneyland is Anaheim High School, an urban schoolwhere more than half of the students are English language learntheNoyce Scholars at Cal Poly participate in the LBDL prior toapplying to Noyce, and they cite LBDL as an important influenceon their decision to commit to science education. The LBDL is anextremely valuable experience both to the undergrad studentswho teach the lessons and to the younger students who attendand experience the lessons. For me personally, being a part ofthe LBDL at Cal Poly was my first step toward pursuing a careeras a STEM teacher.S/F9Title: Patterns of cryptic and Aposematic Coloration in CostaRican Moths: Introducing Inquiry into the ClassroomPresenter(s): Vicky Giese, Current Noyce ScholarEmail: vgiese@calpoly.eduInstitution: California Polytechnic University, San Luis ObispoProject Discipline: EcologyThe Organization for Tropical Studies, an NSF‐funded programhoused at Duke University, coordinates the NAPIRE Programwhich provides a unique opportunity for field research in thetropics to undergraduate students from the United States andthe Pacific Islands. I was one of 17 student interns chosen toconduct independent field research in Costa Rica during thesummer of 2011. My research examined cryptic and aposematiccoloration in moths at two locations within the Las Cruces BiologicalResearch Station and one location at the Las Alturas BiologicalResearch Station. A black light was attached to a whitefabric to attract moths, which were then photographed and collectedat each site. Images of moths were sorted into categoriesbased on shape and color. Differences between the numbers ofmoth types in the categories and between collection sites weretested using chi square analysis and were statistically significantat P< 0.05. Some cryptic moth species were prepared for the LasCruces Biological Research Station insect collection. As a NoyceScholar, I hope to make an important contribution to the scienceeducation system by being involved in authentic research activitiesboth before and after I begin teaching. As a future scienceteacher, I want to generate excitement that will lead students topursue science careers. It is my desire to bring education andresearch together in the classroom, and I intend to engage studentsin authentic research by including more inquiry based activities.Students will have increased exposure to real worldscience and thus develop skills needed for careers in science andtechnology and post‐secondary education.S/F10Title: The STEAM Advisory Board: A Win‐Win‐Win‐Win SituationPresenter(s): Joaquin Alvarado, Former Noyce ScholarEmail: joaquin.alvarado@sausd.usInstitution: California State University, FresnoSchool Name & District Currently Teaching: Century High School,Santa Ana Unified School DistrictProject Discipline: Science, Technology, Engineering, Arts, MathURLs: http://www.csufresno.edu/smec/http://www.sausd.us/centurySTEM education has been a hot topic for some time now. Highneeds schools have a difficult time providing to students who areinterested in STEM related careers the opportunities for exposureto such jobs. California State University, Fresno has madeSTEM education a focal point and has trained its Noyce Scholarsto embrace this push for technological integration. Coming outof this program, I sought to help my school site become a modelfor STEM education. I have been fortunate to work with a greatteam at Century High School in Santa Ana, and we have workedvery hard to create an advisory board that works together toensure that our students have the greatest chance of succeedingin STEM related fields.The STEAM Advisory Boardat Century has taken all of the goalsof STEM education and has added Art. The board consists ofstudents, teachers, administrators, parents, and business professionalswho all have an interest in creating student access toengaging STEAM education. In its first year, the STEAM advisoryboard has received support from organizations such as NorthropGrumman, Ingram Micro, Rapid Tech, and the University of California,Irvine. We have created a new STEAM academy that willbegin next year and will have all teachers tailor their curriculumto have a STEAM focus. Parents are spreading the word aboutour academy and have had an active part in designing our curriculum.Our business partners have graciously donated theirtime and provided us with internship and job shadowing opportunitiesto which our population would not otherwise have access.The STEAM Advisory Board has allowed businesses and collegesto give their input as to which skills our students should leavewith in order to achieve success in a STEAM related field. It hasallowed our teachers to place emphasis on these skills duringtheir curriculum planning. It has given parents an opportunityto take an active role in their child’s education. Finally, it hasprovided our underrepresented, high needs students with opportunitiesto gain exposure to careers related to Science, Technology,Engineering, Art, and Math.S/F11Title: Project MT2 Three‐Fold Impact at Anaheim High SchoolPresenter(s): Thomas Duarte, Master Teaching FellowEmail: duarte_t@auhsd.usInstitution: California State University, FullertonSchool Name & District Currently Teaching: Anaheim Union HighSchool DistrictProject Discipline: Mathematics2012 NSF Robert Noyce Teacher Scholarship Program ConferenceA74


SCHOLAR/FELLOW POSTER ABSTRACTSers and/or come from households living below the poverty level.Despite challenges, we have seen strong evidence of success.Our participation in the Noyce Project MT2 has had a three‐foldimpact: For the Master Teaching Fellow, Thomas Duarte:Through trainings/conferences/collaborations I have reevaluatedmy teaching practice using what I have learned.National Board Certification has forced me to constantly reflectand dissect my strengths and weaknesses. The biggest change inmy instruction is that I am a facilitator, not a lecturer. Susie, myteaching fellow, and I are a co‐teaching team that has transformedthe classroom from a traditional lecture based class to acollaborative and technical rich learning environment.For the Teaching Fellow, Susie Mesa: I am fulfilling universityrequirements following the Co‐Teacher model. Thomas and I arebecoming proficient in multiple methods of curriculum delivery.Station Teaching has become a way for us to ensure studentsuccess. Some of the benefits include small groups, differentiatedinstruction, student mathematical discourse, skill developmentcenters, activity centers, student engagement and studentaccountability. Co‐teaching allows me to think out of the boxand try out lessons that I might not implement due to the fear ofclassroom management problems. My creative ideas and Thomas'sexperiences blend into instruction that allow students toenjoy mathematics.For the students: Students are gaining mathematical confidence,clearing up their misconceptions with mathematics, building astrong mathematical vocabulary and finally taking an interest inmathematics. Students have expressed the benefits they haveseen due to the co‐teaching model. Our at‐risk students havemade huge gains and are beginning to believe they are not whatthey have been labeled. Year 2 of the project has been promisingsuch far and students are reaping the rewards.S/F12Title: Discovery of an Apoptosis Inducing Ligand for BurkittLymphomaPresenter(s): Carolyn Laymon, Current Noyce ScholarEmail: claymon04@yahoo.comInstitution: California State University, SacramentoSchool Name & District Currently Teaching: Student Teaching:Elk Grove Unified School DistrictProject Discipline: Alternative and Complementary Medicine |Biochemistry | Biology | Medical Cell BiologyURLs: http://digitalcommons.calpoly.edu/star/75/One‐bead two‐compound (OB2C) combinatorial chemistry librariesenable the discovery of novel synthetic compounds whichcan be used to evoke specific signaling response in cells. Thelibrary configuration is composed of a fixed known cell adhesionligand and a random chemical library displayed on the surface ofTentagel beads. The cell adhesion ligand binds to specific receptorslocated on the surface of cells enabling the random immobi‐lized chemical molecules on each bead resin bead to evoke specificcellular responses such as apoptosis or cell death. To validatethis concept, a OB2C combinatorial library comprised of an~4~1 integrin targeting ligand, LLP2A, and a novel self‐foldingtricyclic branched hexamer random library were screenedagainst various hematological and epithelial cancer cell lines:Raji, Molt4, Jurkat, TK6, and PC3N. These cells were incubatedwith library beads for 48 hours in 6 well tissue culture plates.Propidium iodide, a DNA intercalating agent, is then added toeach well to evaluate cell viability. When visualized under afluorescent microscope, with wavelength excited at 488 nm,cells bound to the OB2C libraries will fluoresce red, indicatingapoptosis. From the Raji cell line screening, one bead from theLDO2A‐LLP2A library was selected for invoking apoptosis. Themorphological appearance of the cells bound to this bead were:blebbing, cell shrinkage, nuclear fragmentation, chromatin condensation,and chromosomal DNA fragmentation. Further sequencingvia Edman degradation will be performed to identifythe amino acid sequence. This chemical approach has the potentialto target and kill Burkitt lymphoma.S/F13Title: What Makes Us Unique!Presenter(s): Jesse Venegas, Current Noyce ScholarEmail: jessevenegas@hotmail.comInstitution: California State University, San BernardinoProject Discipline: MathThe CSUSB Noyce Scholars poster will focus on the unique aspectsof the CSUSB Noyce Scholarship program. These include:the mentor‐tutor relationships, materials we receive to furtherour knowledge of teaching, and the monthly seminars we attend.We are required to meet and observe with our mentorteachers while they are working every week. We debrief withour mentors about our classroom observations to gain a deeperunderstanding of the teaching profession.This has been rewarding since it gives us the opportunity to experienceour future jobs early, and to learn what to expect oncewe start teaching and are responsible for our own classes. Asstudents, we tend to focus on just learning and postpone consideringteaching until after earning our B.A. and teaching credential,but it is not easy to teach and that is why I am grateful forthis opportunity to grow intellectually and professionallythrough the Noyce program. We also receive books and articlesthat provide detailed information on teaching. These often provideanswers to questions we might have never thought of untilbeginning instruction as classroom teachers.These materials are also reviewed and discussed in the monthlyNoyce seminars where Noyce Scholars, Noyce Fellows, mentorteachers, and even school district officials come together. Wediscuss lessons that have been taught by other Noyce scholars,go over new strategies that have been tried, converse aboutA752012 NSF Robert Noyce Teacher Scholarship Program Conference


SCHOLAR/FELLOW POSTER ABSTRACTSwhat changes in teaching we should expect in the future, collaborateon projects and problems, and talk about materials thathave been read and what it means to us.paper that acts as their proposal for the parks department outliningtheir suggestion as ecologists. Finally, each student wouldhave to evaluate the other groups’ solutions.S/F14Title: California State University Stanislaus Robert Noyce Scholars:Connecting and Building Future STEM Teachers of California’sCentral ValleyPresenter(s): Jonathan Kamp, Current Noyce ScholarInstitution: California State University, StanislausEmail: jkamp@csustan.eduProject Discipline: PhysicsAs the Robert Noyce Scholarship Program at California StateUniversity Stanislaus begins to grow and mature, we as NoyceScholars are finding the value in surrounding ourselves with peoplewho share similar goals and aspirations of becoming competentand successful STEM teachers. The power of networkingand community has led us to sculpt and reinforce each other inart of pedagogy by challenging ourselves to pursue and createopportunities for students in California's Central Valley.S/F15Title: Isle Royale PBLPresenter(s): Raia Contractor, Current Noyce ScholarEmail: rxc250@case.eduInstitution: Case Western Reserve UniversityProject Discipline: BiologyI have designed a Problem‐Based Learning project for a highschool biology class that incorporates the concepts of evolution,population dynamics, and environmental stewardship. In theproject, the students will take the role of ecologists who areexamining a problem at Isle Royale, a national park in Michigan.The park contains an isolated population of wolves and moose.For about fifty years, scientists have been studying this populationin order to better understand predator‐prey relationshipsand evolution. There has been no human intervention as of yet,making it an ideal population to study. However, the wolf populationhas been severely declining and has been reduced to onepack that includes only two adult females. Many people whohave been involved with Isle Royale in one way or the other aredebating whether park officials should break the longstandingtradition of not interfering with the park in order to prevent theextinction of this wolf population.For their project, the students would work in groups and gothrough steps that followed the path of working on an ecologicalresearch project. They would have to do research and come upwith a proposed solution for the problem in the park. In order tojustify their solution, each group would make a presentation oftheir solution and reasoning, and every student would write aS/F16Title: Noyce Summer Research ExperiencePresenter(s): Joseph Le Beau, Current Noyce ScholarEmail: lebeauj@cwu.eduInstitution: Central Washington UniversityOther: Middle Level Mathematics and ScienceThe Central Washington University (CWU) Noyce Summer ResearchExperience provides a variety of research experiences forup to four freshman and sophomore mathematics and sciencestudents considering a career in teaching (Noyce Affiliates).Noyce Affiliates work with a faculty mentor for an intensiveweek of research each of the four weeks in July. A different professorengaged the Affiliates each week in an aspect of his or herresearch and discussed the specific activities they completed toget their doctorate.In summer 2011, two students participated; one a double majorin Elementary Education and Middle Level Mathematics andScience Education and the other a Biology major. Four studentsare accepted into the program for summer 2012. The NoyceSummer Research Experience also includes weekly meetingswith CWU Noyce Scholars and program faculty and an optionalhome stay with a CWU faculty member. The 2011 experienceconsisted of a week each with a neurologist, a mathematician,an organic chemist, and a marine biologist. During the first week,Affiliates worked to understand the history and the current usesof EEG scans. They learned how researchers have used this toolin order to derive meaning from the changing electromagneticfield surrounding the brain. The second week, Affiliates examinedthe Collatz Conjecture. They worked to understand thefunction as a phenomenon and then learned to use computerprogramming in mathematics research.This research resulted in a research article in a peer reviewedjournal with the Affiliates as co‐authors. During the third week,Affiliates used computers to investigate model compounds foruse in AIDS and Alzheimers treatments. They hypothesized anovel drug based on their computer model. The final week involvedthe Foss Waterway Museum in Tacoma where Affiliatesset up 'touch tanks' including water testing, specimen gathering,and teaching students about the waterway. Both faculty andAffiliates were extremely positive about their experiences. Thefaculty were impressed with the work ethic and inquisitivenessof the Affiliates who were appreciative of the variety of experiencesand could envision using their experiences to provide realworld example to students in the future.2012 NSF Robert Noyce Teacher Scholarship Program ConferenceA76


SCHOLAR/FELLOW POSTER ABSTRACTSS/F17Title: Southeastern Regional Noyce Conference 2012Presenter(s): Helen Landmesser, Master Teaching FellowEmail: helenlandmess@gmail.comInstitution: Clemson UniversityProject Discipline: BiologyThis poster will provide a summary of the 2012 SoutheasternRegional Noyce Scholars Conference held in Greenville, SouthCarolina in February 2012 hosted by Dr. Lienne Medford ofClemson University and Dr. Cindy Johnson of Newberry College.All Southeastern Noyce Scholars programs were invited to attendthis event which was free for Noyce Scholars.S/F18Title: Collaborative Problem Solving: A New Paradigm forTeaching Students with Behavioral ChallengesPresenter(s): Justin Butterworth, Former Noyce ScholarEmail: justin.butterworth87@gmail.comInstitution: College of William & MarySchool Name & District Currently Teaching: Chinook West HighSchool, Boulder Valley School DistrictProject Discipline: School Discipline/Behavioral ManagementURLs: www.teensinc.orgDo students do well if they want to, or do they do well if theycan? Are students with challenging behavior actually manipulativeand do they lack motivation, or is it something else? Are youfrustrated with feeling like consequences and punishments arenot working to solve problems? In this poster session, learnabout Collaborative Problem Solving (CPS), a method of workingwith challenging students that views their behavior as a productof unlearned skills and triggers, rather than a choice to misbehaveand manipulate. As a result of identifying these unlearnedskills and triggers, educators can then work collaboratively withthe student to teach the missing skills and solve the triggeringproblems, once and for all. This poster will describe CPS, why itworks, and how you can implement it in your classroom andschool. Learn about what a school near Boulder, CO is doing toimprove interactions with challenging students, create community,and radically shift our standard discipline system.S/F19Title: Title: Observing electron transfer using Ultraviolet/Visible/IR SpectroscopyPresenter(s): Carlington Simms, Former Noyce ScholarEmail: converge79@gmail.comInstitution: Dowling CollegeProject Discipline: ChemistryThe purpose of this research was to identify various methods ofusing electromagnetic energy to induce inter or intra electrontransfer at various different wavelengths using organic (carbonbased) as opposed to inorganic compounds (silicon based). Wewill be using an ultraviolet spectroscopy machine. First we observebaseline absorbency for the solvent used to dissolve theorganic compounds in question ( CLF, CCL4, and DDQ) . We willthen dissolve 1 of 2 compounds in a specified volume of the solvent.One of these compounds will be considered an electrondonor; the other compound will be an electron acceptor. Wethen dissolve the other solvent in another specified volume ofthe same solvent. We will observe the manner in which light isabsorbed for both solutions in the UV visibility machine at variouswavelengths ranging from 3200 nanometers to 200 nanometers.We will then combine these two solutions to make one solutionand again use the UV visibility machine to see how the absorbanceof the light changes relative to various mixtures all thesecompounds. We tend to increase the proportion of electrondonor to electron acceptor in order to force the electron transferfrom the electron donor to the electron acceptor. When theelectron donor is excited by the electromagnetic radiation, aweak covalent bond between the molecules of the electron donorand the electron acceptor is created. A process similar towhat we are creating in the lab happens every day in nature inthe process of photosynthesis. Through this research we areusing lessons from nature to improve how we manage our energyresources.S/F20Title: Incorporating Motion in the Calculus ClassroomPresenter(s): Jeannette Cleveland, Current Noyce ScholarEmail: jeannette.cleveland@gmail.comInstitution: Duke UniversitySchool Name & District Currently Teaching: Riverside HighSchool and Hillside New Tech High SchoolDurham Public Schools in Durham, North CarolinaProject Discipline: MathematicsCalculus and motion go hand in hand. Yet traditional Calculusclasses are stationary; students sit and watch. Over the courseof the last year, I’ve worked with mentors in two different publichigh schools in Durham, NC on a quest to incorporate motioninto the Calculus class. We’ve developed and implemented severallesson plans that have proven very effective with our studentsin both AP and non‐AP courses. These lessons were createdwith three specific goals in mind: to make the class morestudent‐centered and engaging, to get each student up and outside(of the classroom and his or her comfort zone), and to helpstudents gain a deeper understanding of Calculus.This poster will include these detailed lesson plans, related data(including pictures, student work, etc), and also ways to effectivelyimplement these into other Calculus classes. Activitiesinclude walking a motion graph (using position, velocity, andacceleration graphs), jumping rope to understand Rolle’s Theorem,using sidewalk chalk to practice graphing, having a picnic ofA772012 NSF Robert Noyce Teacher Scholarship Program Conference


SCHOLAR/FELLOW POSTER ABSTRACTSSwiss Cake rolls to introduce revolving functions, and others.Each lesson plan uses either “writing to learn” or “classroomtalk” strategies to have students reflect on these activities. Thisposter will also include possible ideas for adapting these activitiesto suite non‐Calculus math courses.S/F21Title: Sparking Dialogue Between Industrial Arts and ScienceDisciplinesPresenter(s): Ashley Lui, Current Noyce ScholarEmail: akl07c@my.fsu.eduInstitution: Florida State UniversitySchool Name & District Currently Teaching: Raa Middle School,Leon County, FloridaProject Discipline: ChemistryIndustrial Arts teachers are able to instruct students in buildingscience applicable apparatuses using the tools already availableon their campus while still covering their curriculum. Whereasthe created product can be carried over to the science classroomand used to investigate complicated topics that can range frompressure to ionic solutions to electromagnetic waves. This ideawas researched at Raa Middle School in Tallahassee, FL withindustrial arts teacher, Craig Cramer, cooperating teacher,Teresa Callahan, and intern, Ashley Lui. A standing wave flametube or Ruben’s tube was built by various 8th grade studentsand then will be used to introduce waves in their science course.The students will be encouraged to make sense of the apparatusby relating the height, length, and number of waves to the pitchthe tube is exposed to. The students will be exposed to amplitude,wavelength, wave number, and frequency after decidingon their relationships. Pre‐tests and post‐tests will be used togauge the effectiveness of such an apparatus.S/F22Title: A Statistical Investigation of Student Assessment inMathematicsPresenter(s): LaTonia Kelley, Current Noyce ScholarEmail: kelley09@gmail.comInstitution: Hampton UniversityProject Discipline: MathematicsMost of the STEM majors at Hampton University must successfullypass the MAT 151 Calculus I course. This is one of the gatekeepercourses for many STEM majors. In 2009, Hampton Universitywas awarded an NSF grant to improve student performancein this course in an effort to increase student retention andprogression in the STEM disciplines. Poor mastery of basic algebraskills is often a major challenge to most students in thiscourse. Part of the focus of the grant was to assess student masteryof basic algebra skills at the beginning and end of each semester.A test was developed to measure student skill level inalgebra. This test was administered to the Calculus I students atthe beginning and the end of the semester. This research projectwas designed to investigate the test results for the varioussections of the MAT 151 class during the three‐year study period.In accordance with IRB guidelines, a Noyce Teacher Scholarparticipated in the study. The student will describe the studydesign and will describe the analysis of the test results. The preandpost‐ test results from this study will be presented and discussed.S/F23Title: Leadership in Synthetic BiologyPresenter(s): Rebecca Schini, Current Noyce ScholarEmail: rschini@gcsc.k12.in.usInstitution: Indiana University/Purdue University of IndianapolisSchool Name & District Currently Teaching: Greenfield CentralHigh SchoolProject Discipline: Leadership in high school environment usingSynthetic BiologyURLs: http://www.gcsc.k12.in.us/~gchs/http://igem.org/High_School_DivisionThis poster will describe the journey of a high school teacherwho developed a high school competition that uses syntheticbiology to design a biological machine. The teacher developedthis competition to challenge her biomedical innovation students.The competition started in 2011 with five Indiana teamsand now, in 2012, there are 38 teams in the competition. Theteams consist of a high school student, an advisor, and a highschool teacher. The advisors are industry leaders, college professors,or collegiate iGEM alumni. The 38 teams come from allover the globe. This all started because of one teacher and herdesire to challenge high school student in genetics.S/F24Title: Who Teaches Chemistry in the U.S.: A National DemographicsStudy from 1999 to 2008Presenter(s): Katy Misel, Current Noyce ScholarEmail: miselkm@gmail.comInstitution: Kennesaw State UniversitySchool Name & District Currently Teaching:Project Discipline: Chemistry EducationThe Schools and Staffing Survey (SASS) is a survey conductedamong public and private schools throughout the United Statesby the National Center for Education Statistics. The past threedata collections covered the time periods from1999‐2000, 2003‐04, and 2007‐08. The goal of this study is to perform a longitudinalanalysis of these surveys’ data to determine the current stateof chemistry teaching in the United States, including demographics,turnover rates, and factors that correlate with the turnoverrates. This poster presents initial data from the 1999‐2000 SASS,which includes statistics on chemistry teacher education and2012 NSF Robert Noyce Teacher Scholarship Program ConferenceA78


SCHOLAR/FELLOW POSTER ABSTRACTScertifications, teaching positions, and general demographic information.This data will serve as a starting point to which wewill compare data from subsequent surveys to understand howchemistry departments nationwide can take an active role inproducing a highly trained chemistry teaching workforce thatpersists in the career past five years.S/F25Title: STEM‐Plus: Louisiana Tech University's Noyce ScholarshipProgramPresenter(s): Constance Xandy DeLaney, Current Noyce ScholarEmail: cad029@latech.eduInstitution: Louisiana Tech UniversityProject Discipline: Curriculum, Instruction, and Leadership(Basinger) /Biology (DeLaney)URLs: http://www.latech.edu/coes/stem‐plus.shtmlhttp://www.latech.edu/education/alternative_certification/In this poster, Scholar/Practitioners and Program Directors willprovide an overview of Louisiana Tech University’s Noyce ScholarshipProgram. Few partnerships exist to create the environmentwhere teachers can learn to teach, teach well, and persevere(Zimpher & Howey, 2005); however, this program seeks todo just that. The program began in September 2008 and includedtwo major pathways: undergraduate Science, Technology,Engineering, and Mathematics (STEM) majors or Master ofArts in Teaching (MAT) candidates who teach a STEM disciplinein 6‐12 schools. Both programs result in scholars earning anMAT. The objective of the program, which continues throughAugust 2012, is to produce highly qualified teachers through adual matriculation program resulting in teacher certification anda master’s degree with priority placements in partner schools inLouisiana. Scholars, who have recently completed their programs,will discuss their accomplishments.S/F26Title: Project‐Based Learning Experience: Developing an EngineeringSummer CampPresenter(s): Alexius Metten, Current Noyce ScholarEmail: alexius.metten@mu.eduInstitution: Marquette UniversityProject Discipline: EngineeringURLs: http://www.marquette.edu/engineering/coop_stem/The Project‐Based Learning (PBL) experiences offered throughMarquette University’s Noyce Scholar Program provide studentswith the opportunity to work in an educational setting. All experiencesare designed to provide the student with insight intothe work that is required to educate the next generation. Lastsummer, two Marquette students partnered with a faculty memberof Catholic Memorial High School (CMHS) for a PBL Experience.The objective was to develop an engineering summercamp for 7th and 8th graders. This project required the develop‐ment of activities, lesson plans, and a budget for the camp.Throughout the summer, the students, in conjunction with theCMH faculty member, designed and tested the activities. Thefinal product was a week long, 3 hour /day summer camp thatincluded activities involving electrical and civil engineering, aswell as aspects of physics. The camp was designed to accommodate20 students and is to be implemented by its designers atCMHS this summer.This PBL experience allowed the students to practice writinglesson plans and developing activities that incorporated sciencelessons in a hands‐on manner.S/F27Title: Physics Education at MTSU: From Theory to PracticePresenter(s): William Russell, Current Noyce ScholarEmail: wdr2j@mtmail.mtsu.eduInstitution: Middle Tennessee State UniversityProject Discipline: Physics and AstronomyModeling Instruction has served as an inspiration for the IntroductoryPhysics courses at MTSU for 15 years. Working collaboratively,students are introduced to a new concept through aninquiry‐based, problem‐solving approach where they address anessential question, gathering the requisite knowledge and skillsfor a foundational understanding of the topic. Instructors modelone approach to the problem, and students are then challengedto solve a related problem in a novel context. Students presenttheir solutions to their peers, and with the use of Socratic dialogue,stimulate conceptual understanding. Using this very student‐centeredapproach as a springboard, the Physics teachercandidates at MTSU are attending workshops in Modeling Instruction(MI) and contributing to the critical mass of modelersin the state, as MTSU plans to begin a state‐wide pilot to incorporateMI into the high school science curriculum.S/F28Title: Physics Education at MTSU: From Theory to PracticePresenter(s): Paul Turner, Current Noyce ScholarEmail: pmturner211@gmail.comInstitution: Middle Tennessee State UniversityProject Discipline: Physics and AstronomyModeling Instruction (MI) has served as an inspiration for theIntroductory Physics courses at MTSU for 15 years. Workingcollaboratively, students are introduced to a new conceptthrough an inquiry‐based, problem‐solving approach where theyaddress an essential question, gathering the requisite knowledgeand skills for a foundational understanding of the topic. Instructorsmodel one approach to the problem and students are thenchallenged to solve a related problem in a novel context. Studentspresent their solutions to their peers, and with the use ofA792012 NSF Robert Noyce Teacher Scholarship Program Conference


SCHOLAR/FELLOW POSTER ABSTRACTSSocratic dialogue stimulate conceptual understanding. Usingthis very student‐centered approach as a springboard, the Physicsteacher candidates at MTSU are attending workshops in MIand contributing to the critical mass of modelers in the state, asMTSU plans to begin a state‐wide pilot to incorporate MI intothe high school science curriculum.S/F29Title: Developing Mathematical Self‐Concept in Algebra II, AdvancedAlgebra, and Trigonometry StudentsPresenter(s): Kendrick Savage, Current Noyce ScholarEmail: savage.kendrick@yahoo.comInstitution: Mississippi State UniversityMississippi State UniversitySchool Name & District Currently Teaching: Columbus HighSchoolProject Discipline: MathematicsMathematics teachers receive their motivation for teaching fromsolving mathematics problems and inspiring students to conquermathematics. Further, mathematics teachers are encouraged topush students farther once they see the instant confidence thatstudents receive from solving “hard” math problems. This posterdescribes techniques and strategies that I have used to developthe mathematical self‐concept of my Algebra II, Advanced Algebra,and Trigonometry students. These are students who representdifferent economic, racial, and academic backgrounds.Through action research, I offer conclusions about how an improvedmathematical self‐concept impacts students’ academicperformance in high school and their interest in going to college.S/F30Title: On the Other Side of the Interview Table: Adventures ofa Second Career Noyce Scholar in a Tight Job MarketPresenter(s): David Giacherio, Former Noyce ScholarEmail: dgiache1@naz.eduInstitution: Nazareth CollegeProject Discipline: General InterestIn his previous life as an R&D executive, the author interviewed(and hired) a large number of scientists, engineers, and technicalpeople. Now, as a second career teacher and Noyce Scholar, hefinds himself on the other side of the interview table, in a geographicarea where few teaching jobs are to be had. This posterpresentation will focus on anecdotes: ironic, touching, and a bitcrazy, from the job seeking process. It will conclude with somepersonal reflections about maintaining hope, altruism, and selfesteemin difficult job hunting situations.S/F31Title: 21st Century Assessment in SciencePresenter(s): Patrick Clark, Current Noyce ScholarEmail: PPathfinder1@aol.comInstitution: Newberry CollegeSchool Name & District Currently Teaching: Student Teaching:Mid‐Carolina High School / Newberry County School DistrictProject Discipline: BiologyThis poster includes a variety of assessments that have beensuccessfully implemented into the science classroom. Theseassessments use 21st Century skills and students’ naturalinclination toward movement and technology to engage them inthe learning process while assessing their progress in the subjectmatter taught.S/F32Title: Why Flip the Classroom?Presenter(s): William Glace, Current Noyce ScholarEmail: william.glace@newberry.eduInstitution: Newberry CollegeSchool Name & District Currently Teaching: Dutch Fork HighSchool, Lexington‐Richland District 5Project Discipline: MathToo often students complain about being unable to understandtheir homework problems in high school mathematics courses.Many factors may contribute to this problem including how studentslearn, how well students take notes, the classroom environment,and more. Regardless of the situation, the FlippedClassroom may provide a solution. In a Flipped Classroom, studentstake notes at home using video instruction and other webbasedresources. Then, during class, the teacher builds uponthe skills learned from the videos, clarifies any misconceptionsthe students may have, and leads students through the correctsolution processes. The Flipped Classroom creates a platform forboth whole‐class and student group discussions of the mathematicalconcepts. As a result, students are doing more duringclass which leads to an increase in student comprehension. Thisposter will present information on how one Noyce Scholar andMentor worked to improve student learning through flipping theclassroom.Abstract by: Enevelyn Hyatt, Mathematics teacher, Dutch ForkHigh School and William Glace, Student Intern, Newberry CollegeS/F33Title: From Music to MathematicsPresenter(s): Adrienne Long, Current Noyce ScholarEmail: Adrienne.Long@newberry.eduInstitution: Newberry CollegeSchool Name & District Currently Teaching:Project Discipline: Summer Internship2012 NSF Robert Noyce Teacher Scholarship Program ConferenceA80


SCHOLAR/FELLOW POSTER ABSTRACTSThis poster session will describe the journey taken by a RE‐MAST(Recruit & Engage Math and Science Teachers) Summer Internfrom majoring in music to majoring in mathematics education.The experiences at EdVenture Children’s Museum in Columbia,SC allowed Adrienne Long to see the connection between musicand mathematics through the construction of the Blue ManGroup display at the museum in the summer of 2010. The internshipand change of focus led her to the Noyce TeachingScholarship and becoming a mathematics educator.S/F34Title: Oxy MS Teaching ScholarsPresenter(s): Michael Lopez, Current Noyce ScholarEmail: michaelestuardo@gmail.comInstitution: Occidental CollegeSchool Name & District Currently Teaching: Woodrow WilsonMiddle SchoolOur poster features biographical and academic information of sixOxy Noyce scholars.S/F36Title: The Science Project: Preparing High School Students for aCollege Major in the SciencesPresenter(s): Jacqueline Katz, Current Noyce ScholarEmail: jkatz1@ramapo.eduInstitution: Ramapo College of New JerseySchool Name & District Currently Teaching: McNair AcademicHigh School Jersey City, NJProject Discipline: Integrated Science/Curriculum DsignMany high school students enter college with the hopes of completinga major in the sciences. A large percentage of these studentsmust switch majors due to a deficient ability to managetime, navigate the lab, and communicate findings. The ScienceProject is a course that was designed to eliminate these deficienciesand prepare students for a successful career in the sciencefield. This course and accompanying interactive website utilizesproblem‐based learning to allow students to develop the skillsnecessary to succeed in the sciences. These skills include: timemanagement, common laboratory procedures, lab reporting,presentation, technology.S/F35Title: Being an Educator with Ohio Virtual Academy: A Glimpseof the Virtual WorldPresenter(s): Lisa Gillespie, Current Noyce ScholarEmail: lgillespie88@yahoo.comInstitution: Ohio Virtual AcademySchool Name & District Currently Teaching: Ohio Virtual AcademyURLs: OHVA website: www.k12.com/ohvaLearn from a Noyce Scholar how Ohio Virtual Academy (OHVA)provides a rich educational experience to approximately 12,000students in grades K‐12 from across the state of Ohio. Studentsare educated outside the traditional classroom, using Internettechnology and traditional teaching materials. OHVA’s extensivecurriculum and school management tools includes lessons, masterytests, lesson planning tools, attendance tools, and progressscreens. As an OHVA teacher, the Noyce Scholar works with parentsand students using a blend of traditional and technologybasedteaching strategies; organizes outings; meets Ohio’s accountabilityrequirements; and, provides support for learningcoaches to better meet the educational needs of students. Thispresentation will dispel the myths commonly held about virtualschools. No school buses, no lunch money, no class disruptions,no dress code, no calamity days, OHVA just provides qualityteaching and learning through Individual Learning Plans.S/F37Title: Science Teaching Immersion ExperiencePresenter(s): Amber Frazier, Current Noyce ScholarEmail: frazia1@spu.eduInstitution: Seattle Pacific UniversityProject Discipline: Lesson Planning and ImplementationThis year, Seattle Pacific University's Physics Department introduceda Science Teaching Immersion Experience (STIE) as anupper division practicum class. The purpose of this class is tohelp students prepare, implement, and assess a lesson in a highschool science course. Initial classroom observations will be presentedas well as the lesson topic and related reading researchabout relevant student ideas. A brief overview of the lesson, apersonal reflection on its implementation, results of the assessmentand an overall discussion of the experience will be discussed.S/F38Title: Progressive Approaches to MathematicsPresenter(s): Adam Green, Former Noyce ScholarEmail: negativeseven@hotmail.comInstitution: Sonoma State University UniversitySchool Name & District Currently Teaching: Rancho Cotate HighSchool/ Cotati‐Rohnert Park Unified School DistrictProject Discipline: MathematicsAdam Green has taught mathematics in two different schooldistricts with very different types of students. He has used threeapproaches to teaching math that have been successful for him.A812012 NSF Robert Noyce Teacher Scholarship Program Conference


SCHOLAR/FELLOW POSTER ABSTRACTSWorking with Visual Dictionaries has improved academic vocabulary,attacking math from a meta‐cognitive angle; givingstudents challenge problems in groups teaches math communicationin addition to the math concepts; and developing geometricpostulates using the scientific method, reinforces and rewardsstudents’ inquisitive minds.S/F39Title: Professional Development: Teacher to TeacherPresenter(s): Stacia Prince, Master Teaching FellowEmail: sprince@nacisd.orgInstitution: Stephen F. Austin State UniversitySchool Name & District Currently Teaching: Nacogdoches HighSchoolProject Discipline: Mathematics Professional DevelopmentThe Texas Leadership Initiative: Mathematics Instruction Transformed(Texas LIMIT) program is working with its participants todevelop professional development by teachers for teachers. Thisposter will show the process that I as a Master Teaching Fellowhave experienced in my training to design and deliver high quality,research‐based, content driven professional development inmathematics.S/F40Title: George W. Hunter: The Civic MonkeyPresenter(s): Jessica DeSerio, Former Noyce ScholarEmail: jdeserio27@gmail.comInstitution: Stony Brook UniversitySchool Name & District Currently Teaching: Bay Shore HighSchoolProject Discipline: Biology EducationURLs: http://www.bayshoreschools.org/George W. Hunter is one of the most influential, though overlooked,teachers in science education, particularly biology education.It is hard to imagine that one person could change thecourse of biological education, but it was Hunter that set thesequence, scope and topics covered in the biology classroomsthroughout the United States. His textbook “A Civic Biology:Presented in Problems” became the best‐selling textbook in thecountry and would later find itself in the middle of one of themost legendary trials our country has ever seen, The ScopesMonkey Trial. Even though Hunter had a positive impact on thestudy and teaching of biology, with popularity comes power.Hunter’s belief in the practice of eugenics, his white supremacistviews and his aloofness for our nation’s disabled were all includedin this text and many of his future writings. These bookstaught these ideas as “science” and were used to mold theminds of young Americans to believe the sterilization of thecountries disabled was an acceptable practice through the1960s.S/F41Title: Weekly Seminars in the Texas Tech Noyce Scholars ProgramPresenter(s): Braden Courtney, Current Noyce ScholarEmail: braden.courtney@ttu.eduInstitution: Texas Tech UniversityThis poster describes the uniqueness of the weekly NoyceScholar Seminar at Texas Tech University. This is a meetingwhere Noyce mentors and scholars discuss different philosophiesof teaching. The poster contains accounts of different student’sexperiences with the seminar and the benefits of havingsuch a seminar. The seminar is a great way to create a bond betweenthe Noyce scholars and the Noyce mentors. Faculty membersin the math and sciences departments interact with studentsin a small group and sometimes on a one‐to‐one basis.This kind of seminar is rare among Noyce programs, and it addsa valuable feature to the already beneficial and supportive mentoringsystem of the Texas Tech Noyce Scholars Program.S/F42Title: Developing Critical Thinking Skills among Chemistry Studentsin a High‐Needs SchoolPresenter(s): Kelly Arganbright, Former Noyce ScholarEmail: kelly.arganbright@tusd1.orgInstitution: University of ArizonaSchool Name & District Currently Teaching: Tucson Magnet HighSchool; Tucson Unified School DistrictProject Discipline: ChemistryIn order to develop critical thinking skills in higher‐level learningenvironments and in everyday lives, activities were designed toencourage metacognition through hands‐on, student‐centeredproblem solving. High school chemistry students were given real‐life problems to solve by designing and conducting experiments.When assistance was needed, students were guided with writtenhints for solving the problem. The hints vary in the level of directiongiven for students to successfully solve the problem. Resultsshow that providing students with varied levels of assistancefor problem solving allows for all to achieve success withindividualized scaffolding. This develops students’ criticalthinking skills and problem solving ability while increasingstudent independence and confidence in science.2012 NSF Robert Noyce Teacher Scholarship Program ConferenceA82


SCHOLAR/FELLOW POSTER ABSTRACTSS/F43Title: NetLogo: Quest for Stability Among Grass, Sheep &WolvesPresenter(s): Carol Quach, Current Noyce ScholarEmail: q.carol.lee@gmail.comInstitution: University of California, BerkeleySchool Name & District Currently Teaching: Martin Luther King,Jr. Middle SchoolProject Discipline: BiologyThis semester, I worked alongside Yuki Ogasawara in an IntegratedScience class at Berkeley High School. For the evolutionunit, we decided NetLogo was the best option to both interestand educate our usually unfocused students. We asked the studentsto define and create stability in an ecosystem consistingsolely of grass, sheep and wolves. Working in small groups, studentsdeveloped hypotheses that they would test in our modifiedNetLogo model of wolf‐sheep predation using our laptops.By the end of class, many groups were able to generate stable,yet unique ecosystems. Although we ran out of time for a largeclass discussion, I felt we were able to have many successfuldiscussions with the group.S/F44Title: Split Vision: Modeling Best Teaching Practices for Schoolsin the University ClassroomPresenter(s): Caitlin Bonham, Current Noyce ScholarEmail: cbonham@uchicago.eduInstitution: University of ChicagoProject Discipline: Biology & MathematicsURLs: http://utep.uchicago.edu/Over the course of two years at the University of Chicago’s UrbanTeacher Education Program (UTEP), teaching residents progressthrough four teaching experiences: tutoring, instructing anacademic summer camp, and student teaching two semesters intwo public schools in Chicago. This progression facilitates teachingresidents' professional growth and autonomy, and allows forextensive support and evaluation by university faculty and experiencedmentor teachers in host classrooms. Chicago UTEP’slengthy practicum also gives residents time to reflect on theirexperiences and implement feedback they receive.Charlotte Danielson's Framework for Professional Teaching isused as a tool for evaluating residents over the course of theprogram. Residents are encouraged to practice “split vision,”that is, to recognize themselves as students and see themselvesin the children they teach. Faculty within Chicago UTEP plan for,instruct, and form relationships with students in a manner thatmodels good teaching practice at the school level. Residents arefrequently asked to draw parallels between university classroomsand their practicum classrooms. In critiquing their universityclassroom, residents find new insight into their own teaching.At the end of the program, each resident creates a portfolio ofartifacts that represent growth in each of Danielson’s four domains.This poster showcases activities and assessments implementedby members of UChicago UTEP’s current cohort of secondaryresidents. The selected work reflects growth that residentssaw in themselves in each of the four domains, as well asthe spirit of split vision in which the work was conceived.S/F45Title: Engaging Children in a Hands‐On Informal Science ProgramPresenter(s): Rosemary Wulf, Current Noyce ScholarEmail: rosemary.wulf@colorado.eduInstitution: University of ColoradoProject Discipline: Physics Education ResearchThe Partnerships for Informal Science Education in the Communityprogram (PISEC, part of JILA Physics Frontier Center) providesafterschool inquiry‐based science learning opportunitiesfor children typically underrepresented in science. Universityparticipants, including undergraduates and graduate students,benefit from opportunities to teach and interact with students inthese settings. As a Noyce scholar, I have been working closelywith the Director of PISEC to design, implement, and study theeffects of a new curriculum and game, based on the Fifth DimensionLiteracy program, in which middle school children explorean optics laboratory. The program features children makingchoices to move their characters around a game board to engagein hands‐on experiments with colors, lenses, refraction,reflection, and more. We are developing coding schemes to analyzestudents’ lab notebooks in an effort to learn more aboutchild agency/choice of path through the game and to characterizehow much they write in their notebooks, the details of theirdrawings and diagrams, and the science content of their writingsand drawings. This poster will describe the game as well as preliminaryresults of our coding.S/F46Title: Exploring Linguistically Diverse Education in ElementarySchool Classrooms and After‐school ProgramsPresenter(s): Kristine Johnson, Current Noyce ScholarEmail: Kristine.k.johnson@colorado.eduInstitution: University of Colorado‐BoulderProject Discipline: Elementary Mathematics, ScienceURLs: http://noyce.colorado.edu/Multiple forms of English language instruction are employed inteaching linguistically diverse elementary school children. Methodsfor addressing literacy (or in some cases, biliteracy) mayimpact the accessibility of mathematics and science, particularlyat the elementary school level; while students are building languagecompetency, they are also expected to establish funda‐A832012 NSF Robert Noyce Teacher Scholarship Program Conference


SCHOLAR/FELLOW POSTER ABSTRACTSmental competencies in numeracy and inquiry‐based criticalthinking skills.Children whose first language is Spanish are the majority of EnglishLanguage Learners in Colorado. These children may findthemselves in Spanish/English biliteracy programs, in Spanishimmersion/English transition programs, or in English only instructionwith English as a Second Language pullout instruction.As a Noyce Scholar, I work with the Centro Latinoamericano paralas Artes, Ciencias y Education (CLACE) program in Boulder,which takes a biliteracy approach. The CLACE after school scienceenrichment program emphasizes experiential education,STEM, literacy, and cultural sensitivity, with instruction availablesimultaneously in both English and Spanish. I have also workedwith students in Denver and Boulder who experience the othertypes of English language instruction models; some first receiveinstruction (including math and science) in Spanish before movingto English with Spanish support, while others have only hadEnglish instruction with no Spanish support of math and science.This poster will explore the characteristics of language instructionand the impact it may have on access to math and sciencelearning.S/F47Title: Developing Effective Educators for Science EducationPresenter(s): Kristen Chapman, Current Noyce ScholarEmail: kristenachapman@gmail.comInstitution: University of La VerneProject Discipline: Science EducationIn order to move towards a stronger STEM student community,we must have teachers who are capable of teaching science andmathematics successfully. This includes inspiring and motivatingstudents, knowing and loving the subject matter they teach andbeing able to investigate various teaching modalities. Too manystudents come to the conclusion that STEM subjects are boring,difficult, or weird. This idea does not come naturally to them,children love exploring the natural world and problem solving,but students see the teacher apprehension and immediatelybelieve that if their teacher cannot understand science, they willnot be able to. While many educators approach science with anegative outlook and lackluster lesson plans, my research allowsme to reach teachers and students in my community by teachingseveral lesson plans while simultaneously encouraging their interestin science and higher education opportunities. My researchproject involves creating fun, interactive lesson plans thatallow students to learn about science in a hands‐on way. Manyof the students participating have had little to no exposure toscience, averaging to about once every two months. 176 studentstook a pre‐ and post‐survey and results show that studentlearning improved about 10% when using different learning modalities.Students were more than enthusiastic to be learningabout science.S/F48Title: Poster Abstract: Multiple Representations for AlgebraAfford Access to the Curriculum to AllPresenter(s): Linda Singer, Teaching FellowEmail: sngrlnd@yahoo.comInstitution: University of Massachusetts AmherstSchool Name & District Currently Teaching: Springfield PublicSchools, Springfield MAProject Discipline: Middle School MathematicsOther: Special EducationI work in an alternative school that serves a population that is100% special education; 89.8% of the students receive freelunch. To suggest that this is an at risk population is an understatement‐yetthey are doing rich mathematics, and learning andsucceeding. Students do not always know their multiplicationtables, and most do not read at grade level. My students havenot always had access to the richer math problems that theirnon‐disabled peers enjoy. Using multiple representations allowstudents who have disabilities access to the curriculum. Manyof the students I work with have difficulty in processing andmemory issues. These learners can struggle to learn and beingdifficult to work with at times, it is often forgotten that they cando well given the correct tools to assist them in assessing thecurriculum. One of the tools I use and have success with is multiplerepresentations or rule of four link sheet. This tool allowsstudents to tackle a problem in different ways. Students have averbal description of the problem, they use graphs and tables,and a written rule; this technique allows the students multiplestarting points in problem solving.S/F49Title: The Effect of Post‐Quiz Remediation on Student Understandingof Important Concepts in BiologyPresenter(s): Robert Welter, Current Noyce ScholarEmail: rjw269@gmail.comInstitution: University of Missouri, ColumbiaUniversity of MissouriSchool Name & District Currently Teaching: David H. HickmanHigh School ‐ Columbia Public SchoolsProject Discipline: AssessmentThe role of post‐quiz remediation strategy was analyzed in a highschool Biology course. Students who performed poorly on a dailyquiz were offered the opportunity to earn points back by completinga short remediation sheet the night after the quiz. Theeffect of this remediation on student performance on a summativetest was examined. In addition, the effectiveness of the“points back” system was analyzed.2012 NSF Robert Noyce Teacher Scholarship Program ConferenceA84


SCHOLAR/FELLOW POSTER ABSTRACTSS/F50Title: Forensics in the ClassroomPresenter(s): Cristina D'Agostino, Current Noyce ScholarEmail: cedagost@uncg.eduInstitution: University of North Carolina at GreensboroUniversity of North Carolina at GreensboroNoyce Scholars with UNCG’s Project ExSEL seek to find opportunitiesthat support the National Science Foundation’s aim toencourage high school students to consider a career in scienceteaching. Forensics is a popular science topic that bringstogether many different science disciplines and is represented inCSI series in the media. The curriculum for forensics may bedesigned in a way that weaves together standard objectivesfrom multiple science courses with real‐life simulations. A classlike forensics involves real‐world applications of biology, chemistryand physics in a modern, exciting way. One Noyce Scholarhas been working with a high school forensics teacher to evaluatethe effects that such a course has on the students’ learningand their science interests. The purpose of this research poster isto determine if this type of science course truly helps studentsgain a better understanding of the different sciences and ifstudents become more interested in science as a result.S/F51Title: Designing Equitable Lessons in MathematicsPresenter(s): La Keisha Leonard, Current Noyce ScholarEmail: lakeishaleonard@my.unt.eduInstitution: University of North TexasSchool Name & District Currently Teaching:Project Discipline: MathematicsThe College of Education and Teach North Texas Program at theUniversity of North Texas have introduced several tools that willhelp me become a more diverse educator. Through literatureand various activities, I have learned how to better meet theneeds of my future students. Through my Teach North Texascourses and Teaching Diverse Populations course, I was able todesign and present (for peer feedback) an inequalities lesson,based on hypothetical classroom demographics. In this lesson, Iwas able to not only appeal to different learning preferences,but promote diversity within my hypothetical classroom. As apre‐service teacher, the creation of this lesson has opened myeyes to how equity and diversity fit in the classroom. It alsotaught me that the promotion of diversity and equity in theclassroom can be a creative and rewarding experience for boththe teacher and students. I found that in a mathematics classroom,the promotion of equity and diversity can be presentedthrough real life. Not only will my students be learning howmathematics relates to the real world, but theirs as well.S/F52Title: Puerto Rico Master Math Teacher ProgramPresenter(s): Tomas Diaz, Current Noyce ScholarEmail: tomas_mat301@hotmail.comInstitution: University of Puerto Rico at Rio PiedrasSchool Name & District Currently Teaching: Jose Rojas CortesSchool District: Orocovis, Puerto RicoProject Discipline: MathematicsURLs: http://alacima.uprrp.edu/MMTThe University of Puerto Rico (UPR) in Rio Piedras (Faculty ofNatural Sciences) is developing a Robert Noyce Master TeacherFellowship initiative in collaboration with the Puerto Rico Departmentof Education (PRDE) to establish the first Puerto RicoMaster Math Teacher Program (PRMMTP). This project will certifyten 7‐12 grade mathematics teachers, who teach in highneedschool districts, as Master Math Teachers (MMT) throughthe PR Rio Piedras Campus' Division of Continuing Education.Tomas Diaz is a 2009 Master Teacher Fellow of the Puerto RicoMaster Math Teachers. He has a Master’s degree in MathematicsEducation and currently teaches Elemental and IntermediateAlgebra I & II, Geometry I & II, and Pre‐calculus I & II at the JoseRojas Cortes High School in Orocovis, PR.In addition, since 2004, he is part time mathematics professor ofInteramerican University at Barranquitas Campus, where heteaches core math courses. Also he was selected as a MathTeacher Liaison for the Orocovis and Morovis educational districts.As a Liaison he mentors other math teachers in mathcurriculum, designs items for the Puerto Rico national math test,and is a collaborator in Math Competitions. His poster is a descriptionof his professional experiences with the project, hisexperience modifying and transferring activities to the classroom,and his expectations. As a MMT he will serve as rolemodel of exemplary mathematics teaching practices, expert incontent knowledge, integrating technology and use of manipulatives,and a leader among his peers to promote improvements inthe student’s academic achievement. He is receiving an intensiveprofessional development program, that includes inductive anddeductive reasoning, mathematical models: linear, quadratic andexponential, and the Integration of Math Education and Research.S/F53Title: Using Technology to Connect At‐Risk Youth with PositiveRole Models in Scientific FieldsPresenter(s): Ana Cristina Lee Escudero, Current Noyce ScholarEmail: A.C.LeeEscudero@gmail.comInstitution: University of Southern CaliforniaSchool Name & District Currently Teaching: Richard E. Byrd MiddleSchool, Los Angeles Unified School DistrictProject Discipline: Life ScienceA852012 NSF Robert Noyce Teacher Scholarship Program Conference


SCHOLAR/FELLOW POSTER ABSTRACTSMany youth who come from low socioeconomic backgroundsalso have low social capital because they live in communities andhomes that predominately have members of the working class.Thus, these youth do not have opportunities to get directly acquaintedwith professionals in scientific fields who can serve aspositive role models in influencing these students' future careerpaths. Many students from underprivileged neighborhoods believethat it is too hard to enter these career fields, have unrealisticperceptions of who science professionals are and what theydo, and/or they simply do not know what educational steps totake to reach those fields. This activity proposes using new technologieslike Skype and Google+ to bring these working professionalsinto the classroom through live video and allowing thestudents to interview them, learn about what they do, and hearabout their educational and personal experiences that led themto where they are today. The selected science professionals willcollaborate with the classroom teacher to “visit” the classroomon several occasions throughout the school year so that thestudents and professionals can develop familiarity and to givethe students time to explore ideas and questions with theseprofessionals.S/F54Title: Parent Involvement: An Investigation of Perceptions andthe Implementation of StrategiesPresenter(s): Michael Lawson, Current Noyce ScholarEmail: mlawso13@utk.eduInstitution: University of Tennessee, KnoxvilleSchool Name & District Currently Teaching: Central High School,Knox CountyProject Discipline: Secondary Teaching, MathematicsFocus: Parent InvolvementResearch has shown that parent involvement and communicationbetween parents and teachers can provide many benefitsfor students, especially in mathematics. However, this parentinvolvement shows a decline as student’s progress from elementaryto secondary schooling. Since student achievement andbetterment is the goal for any educator, many secondary educatorsneed to see parents as an untapped resource in helpingraise their students’ achievement. Thus, the purpose of thisstudy is to investigate the perceptions of parent involvement in asecondary school and implement parent involvement strategiesto keep parents informed about the classroom, involved in studentwork and classroom activities.The poster presentation will describe strategies and provideartifacts that were used to assess parent involvement and toinvolve parents at the high school, as part of an action researchproject. Participants of this study were high school teachersand administrators, and the parents and students of an AlgebraII class. The strategies and artifacts include parent surveys, classnewsletters, progress reports, interactive homework assignments,and a Family Math Night. Also included on the poster arelessons learned and implications for further research revolvingaround parent involvement.S/F55Title: The Noyce Grant and Pre‐Service UTeach Students at theUniversity of Texas at DallasPresenter(s): Georgia Stuart, Current Noyce ScholarEmail: gks090020@utdallas.eduInstitution: University of Texas at DallasProject Discipline: MathAt the University of Texas at Dallas, students in the UTeach scienceand mathematics teacher preparation program receiveNoyce funds in the form of scholarships and internship support.This poster will demonstrate some of the ways Noyce fundinghelps our students become better science and math teachers.S/F56Title: Determination of Isomorphism Class Using Cayley GraphsPresenter(s): Katherine Horn, Current Noyce ScholarEmail: khorn@patriots.uttyler.eduInstitution: University of Texas at TylerSchool Name & District Currently Teaching:Project Discipline: Mathematics ‐ Abstract AlgebraWhen specific colors have been assigned to Cayley sets of aCayley graph and the edges have been colored accordingly, wecall this a complete colored Cayley graph. Once Cayley sets havebeen identified, we can construct two different multiplicationtables: one of the group and the other of its opposite group.Ambiguous groups have complete colored Cayley graphs thatcannot be distinguished from their opposite group. We establishthe Subgroup Theorem and conclude that the complete coloredCayley graph does determine the isomorphism class for ambiguousgroups. n this paper we extensively detail the publishedwork of Goldstone, McCabe, and Weld (2010).Instead of looking at directed Cayley digraphs, we examine whatknowledge can be gained from certain undirected Cayley graphs.In these graphs, each vertex represents an element of the group.The identity vertex is given and the edges connecting verticesare colored according to an associating Cayley set. Involutionsand inverses are easily determined with this complete coloredCayley graph. Because the direction of the group operation isnot given, the relationship between elements cannot be certain.We must list the possible relations for each element in both directionsof multiplication. At this point we must choose one possibilityfor a specific element rather than the other. Throughprocess of elimination and a technique similar to solving Sudokupuzzles, we are able to determine the full tables for mostgroups. But when the other option is chosen, the transpose ofthe original multiplication table is produced. This is the operationtable for the group whose multiplication is opposite that of2012 NSF Robert Noyce Teacher Scholarship Program ConferenceA86


SCHOLAR/FELLOW POSTER ABSTRACTSthe original group. Ambiguous groups are groups that cannot bedifferentiated from its opposite group. We find three conclusionsto an edge being unknown, which then lead to the SubgroupTheorem. This says that ambiguous groups always have asubgroup that is isomorphic to the quaternion group. Ultimately,we find that the complete colored Cayley graph determines theisomorphism class for ambiguous groups.that were of interest and significance to their own lives, engagedin research, developed a project in the format of their choice,and presented their project to the class during a final projectshowcase. Ultimately, the goal was for students to create adeeper understanding for themselves of the vital role plants playin each of their lives and to articulate that understanding to theirpeers in a creative, interesting and articulate way.S/F57Title: A Forensic Case Analysis to Engage At‐Risk Students inSciencePresenter(s): Kimberly Bigioni, Former Noyce ScholarEmail: kim.bigioni@phoenixtoledo.orgInstitution: University of ToledoSchool Name & District Currently Teaching: Phoenix AcademyCommunity SchoolProject Discipline: ScienceURLs: http://www.cyberbee.com/whodunnit/crime/htmlA forensic case analysis was developed as a science month activityat a drop‐out recovery inner city high school (modified fromhttp://www.cyberbee.com/whodunnit/crime.html). he goal ofthe activity was to engage students in science and to developtheir metacognitive, measurement, analytical and written communicationskills. The crime scene was staged in a teacher’soffice based on the popular Ohio State University/ University ofMichigan football rivalry. Student detectives were given a suspectlist (Buddy, Braxton, Felix and Fluffy) and the opportunity toexamine the crime scene. In the activity, students predicted theidentity of the perpetrator and analyzed pieces of evidence(track analysis, hair analysis, chemical analysis and forensicodontology) to narrow the suspect list. Students then explainedtheir conclusion in written form. The reward for participating inthe activity was a field trip to the local science museum to viewthe BODIES Revealed exhibit.S/F58Title: Why Do Plants Matter?Presenter(s): Annie Davis, Current Noyce ScholarEmail: adavis8@uvm.eduInstitution: University of VermontSchool Name & District Currently Teaching: Montpelier HighSchool ‐ Student TeachingProject Discipline: BiologyURLs: http://www.uvm.edu/~noyce/This poster presentation will highlight a final unit project as partof a plant unit designed for an 11th and 12th grade AdvancedPlacement (AP) Biology class. The learning objective was for studentsto understand and articulate the significant role plantsplay in research, technology, culture, art and history by answeringthe question “Why do plants matter?” In order to constructthis understanding, students chose plant related research topicsS/F59Title: The University of Vermont Robert Noyce ScholarshipProgramPresenter(s): Beth White, Teaching FellowEmail: beth.white@uvm.eduInstitution: University of VermontOther: PhD Candidate in Educational Leadership and PolicyURLs: http://www.uvm.edu/~noyce/The University of Vermont’s (UVM) Phase I Robert Noyce ScholarshipProgram will award 12 undergraduate scholarships (three2‐year scholarships each year over a 4‐year period) and 15graduate stipends (three 1‐year stipends each year over a 5‐yearperiod) through a competitive process to STEM majors enrolledin science teacher education in the College of Education andSocial Services. In addition, the program will award 40 undergraduates(8 undergraduate students per year over a 5‐year period)a stipend for their participation in a 10 week summer researchinternship. To date, 12 Noyce Scholarships and 16 summerresearch internships have been awarded. The UVM RobertNoyce Scholarship program is designed to attract, prepare andretain secondary school teachers with strong content and pedagogicalexpertise in the natural and environmental sciences. TheNoyce Program will be delivered through a collaborative partnershipbetween UVM’s highly effective and nationally recognizedCollege of Education and Social Services and College ofArts and Sciences and local high need high schools and will leadto strategies of recruitment in science education as well as inretention of undergraduate and graduate science students. Thispresentation will highlight some of the strategies that have beenimplemented in the marketing and recruitment phases of theprogram.S/F60Title: Using the Khan Academy and Flipping the MathematicsClassroomPresenter(s): Thomas Quinlan, Current Noyce ScholarEmail: quinlant2@winthrop.eduInstitution: Winthrop UniversitySchool Name & District Currently Teaching:Project Discipline: MathematicsThe 2011, Horizon Report reported that in 2‐3 years game‐basedlearning and open content will transform the classroom and in 4‐5 years self‐directed learning will become mainstream. OneA872012 NSF Robert Noyce Teacher Scholarship Program Conference


SCHOLAR/FELLOW POSTER ABSTRACTSgreat tool helping teachers accomplish this is the Khan Academy(http://www.khanacademy.org). This free web site provides alibrary of over 3,000 instructional videos on topics such asmathematics, physics, finance, chemistry, biology and history.Other features include question and feedback blogs, classroommanagement reports, and interactive mathematics problemsfrom algebra to calculus. The Khan Academy also allows educatorsto flip the classroom, or have students watch lectures andwork through concepts at home and then arrive in class ready towork toward higher‐order thinking and self‐directed goals. Thisunconventional pedagogy has its critics, but early study resultsshow how teachers can use free online videos and differentiatedlearning to inspire students.S/F61Title: The Winthrop Initiative for STEM EducatorsPresenter(s): Matthew Ryan, Current Noyce ScholarEmail: ryanm4@winthrop.eduInstitution: Winthrop UniversitySchool Name & District Currently Teaching:Project Discipline: Mathematics, Biology, and ChemistryURLs: www.birdnest.org/wiseThe Winthrop Initiative for STEM Educators (WISE) is a NoyceScholarship Project housed at Winthrop University in Rock Hill,SC, located in the north central region of the state. The universityis a public, comprehensive institution with a long tradition ofquality teacher education programs. The WISE program supportsstudents in three different degree options: a traditional undergraduateteacher certification route, a two‐year traditional Masterof Arts in Teaching degree that primarily serves career changers,and a new fifth‐year MAT option designed to serve recentgraduates who choose to pursue teacher education immediatelyafter completing an undergraduate degree in the discipline. Inaddition, the program sponsors a three‐week summer internshipfor freshmen and sophomore STEM majors as a way to introduceresearch possibilities in the chosen discipline as well as a careerin teaching. Our poster will feature (a) recruitment efforts sinceFall 2010, (b) data from the 2011 summer internship and 2010‐2011 scholar cohort, and (c) next steps for the WISE program.(UIVO2), a major component of SNF, is known to be stable inreducing, or anoxic, environments; however, it becomes unstablewhen exposed to water owing to the production of oxidantsfrom radiolytic decomposition of water.It is important to understand and be able to predict the role thatradiolysis may play during long term disposal of SNF in a geologicrepository under reducing conditions. To model this system, acomputer program was developed at Pacific Northwest NationalLaboratory (PNNL) based on the initial studies of Christensenand Sunder (2000) and LaVerne and Tandon (2002). This modelconverts the nearly 200 chemical reactions that occur during theradiolysis of water and dissolution of UO2 into a system of ordinarydifferential equations (ODE) which can be solved analyticallyto provide information on concentration versus time for allspecies of interest. This model has verified that the oxidation ofUO2 into UO22+ is an indirect process, and the time it takes thesystem to reach equilibrium is directly affected by the dose rateof the α/β/γ‐radiation and the concentrations of the six radiolyticproducts that form at the fuel surface: OH and H radicals, H+,H2, H2O2, and the aqueous electron, eaq‐. However, theamounts of all radiolytic products decrease due to reactions inthe system in which these species are combined to reform water.The FACSIMILE kinetic modeling software, an industry standardfor radiolysis modeling, has been used in order to test thePNNL model. The Reaction Wizard application provided in theFACSIMILE program allowed us to model a simplified water/peroxide system, and the FACSIMILE results coincided with theresults obtained from the PNNL model. However, setbacks wereencountered while using the FACSIMILE program to model thefull radiolysis system, and it was concluded that, in this case, thePNNL model is the best choice for this system. FACSIMILE wasthen used as an example to begin the development of a newuser friendly interface for using the PNNL model.S/F62Title: The Radiolysis of Water and the Dissolution of UO2Presenter(s): Savannah Kiser, Current Noyce ScholarEmail: s12.skiser@wittenberg.eduInstitution: Wittenberg UniversitySchool Name & District Currently Teaching: Student TeachingProject Discipline: Chemistry and Computer ScienceThe Used Fuel Disposition Project became a major focus of theDepartment of Energy when issues with the disposition of spentnuclear fuel (SNF) at Yucca Mountain raised questions about thelong term stability of the fuel in that environment. Uraninite2012 NSF Robert Noyce Teacher Scholarship Program ConferenceA88


POSTER ABSTRACT INDEXAAbraham, Larry, A64Adams, John, A56Adedeji, Adetayo, A20Adolphson, Keith, A20Aguirre, Nancy, A64Akmal, Tariq, A69Alameida, Jose, A30Albright, Shari, A43, A44Alegria, Adelina, A33, A34Alford, Betty, A39Alicea, Jaime, A60Allen, Cara, A66Alvarado, Joaquin, A74Alvin, Barbara, A20Amaya, Jose, A42Anderson, Chris, A28Andreasen, Gretchen, A49Andrews, David, A9Andrews, Donna, A14Anthony, Holly, A41Aranguren, Brandi L., A7, A8Arganbright, Kelly, A82Armstrong, Marc, A59Arvold, Bridget, A68Augustine, Anthony, A29Ayala, Carlos, A37BBader, David, A46Bader, James, A14Bailey, Bambi, A65Baird, Lisa, A61Baltensperger, Bradley H., A28Barlow, Cathy, A58Barnett, Ellen, A56Barrett, Diane, A51Basinger, Dawn, A28Beard, Debbie, A30Beardsley, Linda, A44Bedford, John, A19Beeth, Michael, A66Bell, Clare, A57Bellamey, Tim, A38Benner, Susan, A63Benson, Gwen, A23Benson, Lisa, A16Berezovski, Tetyana, A39Berger, Lisa, A40Berryhill, Cathy, A33Berube, Clair, A23Beverly, Lesa, A39Bhattacharyya, Gautam, A16Bianchini, Julie, A49Bigioni, Kimberly, A87Billington, Barbara, A55Bischoff, Paul, A40Bjork, Christopher B., A67Black, Chris, A14Blickenstaff, Jacob Clark, A2Blunck, Susan, A53Boccio, Gina, A30Bolyard, Johnna, A69Bonham, Caitlin, A83Bonsangue, Marty, A9Booth, Deborah, A62Borasi, Raffaella, A61Borgerding, Lisa, A27Borrero, Michelle, A60Bouwma‐Gearhart, Jana, A52Braddy, Linda, A19Bradley, Robert, A1Brant, Michaela, A72Bray, Jane, A29Brewer, Dennis, A45Brizuela, Barbara, A44Brochet, Anna, A10Brosing, Juliet, A34Broussard, Christine, A52Brown, Fredericka, A65Browning, Larry, A37Brown‐Schild, Valerie, A32Brueseke, Matthew, A26Bryan, Lynn, A35Bu, Lingguo, A38Buckley, Brooke, A33Bukiet, Bruce, A31Burbank, Mary, A65Burke, Robert, A37Bush, William, A53Bush , Seth, A6Butler, Kyle, A29Butterworth, Justin, A77Byers‐Kirsch, Jan, A14Bynum, David, A40Byrd, Kelly, A61CCalderon, Ismael, A31Caniglia, Joanne, A27Capone, Douglas G., A62Carbonell, Ruben, A32Carpenter, Jeffrey, A20Carr, Kevin, A342012 NSF Robert Noyce Teacher Scholarship Program ConferenceA90


POSTER ABSTRACT INDEXCarver, Jeffrey, A69Casadonte, Dominick, A42Case, Karen, A29Cassano, Suzanne, A2Cattell, Cynthia, A55Cavallo, Ann, A63, A64Cawthorn, Michelle, A22Challner, Dan, A63Chan, Atalie, A45Chandler, Farrah, A20Chang, Derek, A11Chapin, Suzanne, A4, A5Chapman, Kristen, A84Chappell, Michaele, A29Chavez, Oscar, A56Chavez Aragones, Wendy, A64Che, Megan, A16Cheng, Ivan, A11Chevaire, Donna, A5Chicone, Carment, A56Childs, Kimberly, A39Choppin, Jeffrey, A61Christensen, Beth, A1Claes, Dan, A57Clapper, Michael, A39Clark, Bettye, A15Clark, Joya, A31Clark, Kathleen, A21Clark, Patrick, A80Cleveland, Jeannette, A77Clute, Pamela S., A47Coakley, Stacy, A49Coats, Linda, A30Coffee, Jane, A17Connor, Jeff, A34Conoley, Jane , A49Contractor, Raia, A76Cook, Michelle, A16Cool, Adrienne, A36Cooner, Donna, A18Cooper, Melanie, A16Coriell, Josh, A28Cossey, Ruth, A30Costa, Victoria B., A9Cote, Al, A34Courtney, Braden, A82Craney, Chris, A33Craviotto, Cathleen, A59Crider, Tony, A20Criswell, Brett, A26Crittendon, Kelly, A28Crocker, Alison, A72Cronk, Carol, A13Crowley, Patricia, A55Culbertson, Christopher, A26Cunningham, Beth, A2Cushman, Jane, A40DaBoll‐Lavoie, Kathleen M., A30DD'Agostino, Cristina, A85Dale, Oliver, A7d'Alessio, Matthew, A12Daneshbod, Yousef, A52Darley, Joy, A22Datnow, Amanda, A48David, Bernard, A72Davis, Annie, A87Davis, Denise, A14Davis, Kathleen, A54Day, Martha, A69DeLaney, Constance, A28, A79Demir, Kadir, A23DeSerio, Jessica, A82Diaz, Tomas, A85Dickey, Ed, A61Diehl, Walter, A30Different Cloud, Linda, A32Dotger, Sharon, A41Dougherty, Laura, A72Drake, Abigail, A43, A44Drake, Connor, A73Drew, David, A15, A67D'Souza, Annabel, A71Duarte, Thomas, A74Duffield, Stacy, A32Dupigny‐Giroux, Lesley‐Ann, A66Dwyer, Jerry, A42EEbanks, Bruce, A30Ebert, Jim, A40Eckman, Ellen, A28Eddy, Colleen, A59Edwards, Barbara, A49Edwards, Belinda , A26Ellis, Mark, A9Ellis, Todd, A40Elston, Stu, A63Ely, Bert, A61Embry‐Jenlink, Karen, A39Emo, Ken, A37Epperson, James, A63Epps, Adrian, A26A912012 NSF Robert Noyce Teacher Scholarship Program Conference


POSTER ABSTRACT INDEXEscalante, Michael F., A62Esprivalo Harrell, Pamela, A59Etkina, Eugenia, A35Evans, Kellie, A11, A12FFalconer, Kathleen, A40Farrar, Jim, A49Faurot, Vivienne, A67Feldman, Allan, A62Feldman, Phillip, A61Ferdinand, Robert, A19Ferguson, Carolyn, A26Fillebrown, Sandra, A39Finkelstein, Noah, A50, A51Fischman, Davida, A13Fletcher, Steven, A38Fluellen, Alexander, A15Foletta, Gina, A33Ford, Ben, A37Ford, Shelton, A21Fournillier, Janice, A22Fowler, David, A57Frame, Ian, A26Franz, Dana, A30Frazier, Amber, A81Freeman, Henrietta, A43, A44Freese, Kerri, A41Freiberg, Samantha, A68Freking, Fred, A62French, Paul, A40Friedman, Audrey, A4Friedman, Jane, A61Friedman, Lisa, A65Friedrichsen, Patricia, A56Fryan, Gregory, A33Fukawa‐Connelly, Tim, A57GGadson, Melvin, A45Gage, Michael, A61Gainsburg, Julie, A11Gallagher, Hugh, A44Gallagher, Karen, A67Gard, Rachelle, A18Gardner, Eileen, A70Gfeller, Mary, A41Giacherio, David, A80Giese, Vicky, A74Gillespie, Lisa, A81Gillespie, Perry, A21Glace, William, A80Gningue, Serigne, A27Gober, Debbie, A18Gomez, Luanna, A40Gonsalves, Lisa, A54Gonzales, Pablo, A33Gonzalez, Barbara L., A9Gough, Laura, A64Granger, D. Ellen, A21Gravatt, Dennis, A39Green, Adam, A81Green, Andre, A61Green, Sarah, A28Greenbowe, Thomas, A59Griffin, Gayle, A31Griffin, Marlynn, A22Grippo, Anne, A3Grundmeier, Todd, A6Grzegorczyk, Ivona, A7Gul, Tugce, A23HHagedorn, Eric, A64Hagen, Susan, A68Hakim‐Butt, Karen, A10Hale, Doug, A65Hale, Greg, A63, A64Hall, Kat, A30Hall, Mike, A3Halter, Christopher, A48Haltiwanger, Leigh, A16Hamil, Burnette, A30Hann, Kathy, A8Hannah, Heather, A19Hardson‐Hurley, Krishelle, A61Harel, Guershon, A48Hartfield, T'Era, A38Hartley, Dana, A26Hegedus, Stephen, A55Heideman, Paul, A17Henderson, Annie, A38Heng Moss, Tiffany, A57Henning, Cindy, A18Hennington, Bettye Sue, A42Henriques, Laura, A10Henry, David, A40Henry, Patricia, A19Henson, Harvey, A38Henson, Kathy, A61Herron, Sherry, A62Hester, Anna, A68Hester, Joseph, A682012 NSF Robert Noyce Teacher Scholarship Program ConferenceA92


POSTER ABSTRACT INDEXHill, Djanna, A70Hill, Walter, A45Himelblau, Ed, A6Hin, Sasha, A30Hogan, Tracy, A1Hoke, Kelli , A63Hollebrands, Karen, A32Horn, Katherine, A86Horne, Charles, A31Horvath, Larry, A36Hosier, Paul, A58Houston, Robert, A51Howard, Tim, A18Hsu, Eric, A36Hu, Hongde, A7Huang, Po‐Hao, A45Hubbard, Keith, A39Hughes, Brad, A46Hughes, Jacqueline, A7Hughes, Lee, A59Hughes, Ronald, A7Hurst, Roy, A65Hutchison, Laveria F., A51Hyman, Bradley C., A47IIrvine Belson, Sarah, A2Isaacson, Michael, A49Issa, Amanda, A30JJackson, Kasi, A69Jacob, Bill, A49Jacobs, Karel, A15Janesie, Jennifer, A38Janke, Rena, A41Jaszczak, John, A28Jensen, Carter, A65Jenson, John, A35Jesunathadas, Joseph , A13Jetterberg, Sheree, A13Johnson, Cindy, A31, A77Johnson, George, A45, A46Johnson, Janet, A35Johnson, Kristine, A83Jones, Andy, A52Jones, Liesl, A27Jorgensen, Theresa, A64Josifek, Pamela, A67Judd, Mariah, A25Junor Clarke, Pier A., A22Jury, Mark, A36KKagan, David, A7, A8Kalelkar, Mohan, A35Kamieniecki, Sheldon, A49Kamp, Jonathan, A14, A76Kapadia, Kavita, A50Katz, Jacqueline, A81Kauffman, Doug, A57Keiler, Leslie, A71Keller, John , A6Kelley, LaTonia, A78Kennedy, Paul A., A18Kennedy, Sherri, A31Kennon, Tillman, A3Kenreich, Todd, A43Kersaint, Gladis, A62Ketchum, David A., A57Key, Randall, A31Kidd, Margaret, A10King, Angela, A68King, John, A15Kinzler, Ro, A1Kiser, Savannah, A88Kloock, Carl, A7Klotz, Larry, A41Klymkowsky, Mike, A50Knop, Linda, A3Koehler, Brian, A22Koerner, Mari, A2Kogan, Irina, A32Korth, Debby, A45Kosheleva, Olga, A64Kosztin, Dorina, A56Kovach, Zachary, A72Koziarski, Rita, A15Krajcevski, Mile, A62Kreye, Bettibel, A68Kua, Jeremy, A61Kuhel, Karen, A26Kupfer, Peter, A61Kurtz, Martha, A14LLaBarbera, Michael, A50Ladwig, Tammy, A66Laffey, Evelyn, A35Landmesser, Helen, A77A932012 NSF Robert Noyce Teacher Scholarship Program Conference


POSTER ABSTRACT INDEXLandon, Laurie, A51Landry, Geri, A63Langdon, Laurie, A50Lange, Catherine, A40Larson, Bruce, A70Lavelle, Michael, A72Lawson, Michael, A86Laymon, Carolyn, A75Le Beau, Joseph, A76Leavy, Jennifer, A23Lee, Hollylynne, A32Lee, Jeffrey, A42Lee Escudero, Ana Cristina, A85Leonard, La Keisha, A85Leveille, Nancy, A52Lewis, Elizabeth, A57Lewis, Jim, A57Li, Xuhui, A10Lien, Magnhild, A12Likens, Dennis, A45LiSanti, Barbara, A30LoBue, Jim, A22Long, Adrienne, A80Loop, Lisa, A15Lopez, Michael, A33, A81Lopez, Ramon, A63, A64Lopez‐de‐Victoria, Gerry, A61Lotter, Christine, A61Luehmann, April, A61Luft, Julie A., A2Lui, Ashley, A78Lyublinskaya, Irina, A17MMacdonald, Heather, A17Macdonald, Maritza, A1MacIsaac, Dan, A40Madden, Sandra, A54Madden , James, A38Maddox, Anthony B., A62Madeloni, Barbara, A54Madhavan, Vidya, A4Madhuri, Marga, A52Malcolm, Colin, A73Maliekal, Jose, A16Malone, Katherine, A61Marchionda, Hope, A69Marder, Michael, A64Marrs, Kathleen, A25Marshall, Sue, A46Martin, Nancy Caroline, A53Martin, Ralph , A34Martin, W. Gary, A3Martin, William, A32Martin‐Hansen, Lisa, A23Masingila, Joanna, A41Mason, Margie, A17Mason, Pam, A67Matkins, Juanita Jo, A17Matthews, Catherine, A58Matthews, Jim, A36Mauzy‐Melitz, Debra, A46May, Tami, A61McCann, Michael, A39McCartha, Christina, A31McColgan, Michele, A36McCoy, Leah, A68McCrone, Sharon, A57McDaniel, Kerrie, A69McDonald, Kelly, A7, A8, A12McDonnell, Kevin, A19McEachron, Donald, A19McKean, Heather, A20McLaughlin, Virginia , A17McLean Eddy, Colleen, A59McNeil, Laurie, A2McNeill, Katherine, A4Medford, Lienne, A77Medina, Elsa, A6Medsker, Larry, A36Meredith, Dawn, A57Meressi, Tesfay, A55Mergele, Janis, A63Metten, Alexius, A79Meyer, Helen, A50Meyinsse, Joseph, A38Middleton, Valerie, A59Miller, David, A69Miller, Matt, A37Mills, Pamela, A24Misel, Katy, A78Mohammad, Sadia, A30Mohr‐Schroeder, Margaret, A52Montplaisir, Lisa, A32Morera, Edwin, A60Morgan, Carolyn, A23Morgan, Jeff, A51Morris, Carlton, A45Mountjoy, Natalie, A38Mulekar, Madhuri, A61Mumba , Frackson, A38Murphy, Teri, A33Mutuyimana, Marcellin, A22Mydlarz, Laura, A64Mzoughi, Taha, A262012 NSF Robert Noyce Teacher Scholarship Program ConferenceA94


POSTER ABSTRACT INDEXNNagaraj, Neerchal, A53Naples, Cindy, A38Napoleon, Larry, A32Nave, Karen, A35Neal, Ted, A59Nelson, Brandon, A67Nelson, George, A70Nelson, James, A28Nepal, Madhav, A37Nerger, Janice L., A18Newton, Xiaoxia , A45Nguyen, Kim, A25Nixon, Brenda, A38Noblitt, Beth, A33Nolan, Deborah, A45, A46Nolan, John, A2Nordine, Jeffrey, A43, A44Norman, Patricia, A43, A44Norton, Anderson, A67OOberholzer‐Vandergon, Virginia , A12O'Brien, Lynn, A30O'Connell, Peggy, A20O'Connor, Karen, A55Odom, Arthur, A57Offerdahl, Erika, A32Ograin, Christopher, A49Oloff‐Lewis, Jennifer, A7Olsen, Robert, A69Orchinik, Miles, A2O'Roark, Douglas, A50Osborn, Jeffrey, A52Otero, Valerie, A50, A51Overley, Nancy, A26PPace, Deborah, A39Padilla, Michael J., A16Padwa, Linda, A40Pagni, David, A10Papathomas, Thomas V., A35Papick, Ira, A57Passe, Jeff, A43Pedersen, Jon, A57Pelayo, Roberto, A51Perez, Alfredo, A33Perri, Jr., Arthur, A19Peters, Mary, A62Petrilli, Salvatore, A1Phelan, Gregory, A41Pienta, Norbert, A59Pilachowski, Caty, A24Pitts, Wesley, A27Plamann, Lynda S., A57Plaxco, David, A68Plisch, Monica, A2Portnoy, Neil, A57Posey, Martin, A58Powell, Arthur B., A31Prabahar, Santhi, A27Preisler, Vanessa, A52Prince, Stacia, A82Priselac, Jody, A47Puvirajah, Anton, A23Pyatt, Kevin, A20QQazi, Mohammed A., A45Qian, Gaoyin, A27Quach, Carol, A83Quander, Rebecca Judith, A52Quinlan, Thomas, A87Quinn, Bill, A38Quintanilla, John, A59Quinto, Eric Todd, A44RRaychaudhuri, Debasree, A11Rebar, Bryan, A6Rebello, Sanjay, A26Redl, Tim, A52Redman, Donna, A52Rees, Paula, A54Reinsvold, Lori, A59Reinsvold, Robert J., A59Remmel, Jeff , A48Renzaglia, Karen, A38Reys, Barbara , A56Rich, Christine, A53Richards‐Babb, Michelle, A69Richardson, Janice, A20Riechert, Susan, A62Riedel, Thomas, A53Riggs, Laurie, A5Robb, Caroline, A63Robbins, Dennis, A24Robinson, Stephen, A41A952012 NSF Robert Noyce Teacher Scholarship Program Conference


POSTER ABSTRACT INDEXRodriguez, Jennifer, A10Roehrig, Gillian, A55Rose, Karen, A21Rosenberg, Steve, A4, A5Rosengrant, David, A26Rossi, Hugo, A65Rothschild, Bruce, A47Roydes, Bonnie, A27Rudd, James, A9Rudnick, Joseph, A47Rushton, Greg, A26Russ, Pamela, A42Russell, Arlene, A47Russell, William, A79Ryan, Jeffrey, A62Ryan, Matthew, A88SSabella, Mel, A15Sack, Jackie, A52Sadaghiani, Homeyra, A5Sadler, Troy, A56Salajan, Florin, A32Sally, Paul, A50Sampson, Victor D., A21Sanders, Justin, A61Savage, Kendrick, A80Scarano, Frank, A55Schaumloffel, John, A40Schini, Rebecca, A78Schisler, Tina, A29Schneider, Steve, A54Schovanec, Lawrence, A42Schroder, Carolyn M., A42Schultz, Delray J., A29Schuster, Dwight, A25Schwarz, Cindy B., A67Scime, Earl, A69Scott, Gary, A62Scott, Timothy, A42Searby, Kirsten, A37Sebo, Svein, A30Semken, Steven, A2Serpa, Laura, A64Sessions, Alice, A38Sessoms, Deidre, A7, A8, A12Severson, Scott, A37Shahbaz, Rabia, A22Shannon, Gary, A12Shaw, Kim, A18Sheppard, Keith, A40Sherwood, Robert, A24Shirk, Paul, A47Shiver, Janet, A14Siegal, Lou, A19Siegel, Marcelle, A56Siller, Thomas, A18Silver‐Thorn, Barbara, A28Simms, Carlington, A77Singer, Jonathan, A53Singer, Linda, A84Singer, Maxine, A2Sirola, Chris, A62Smith, Mark, A55Smith, Robert T., A29Smith, Wendy, A57Smith‐Burton, Kimberly, A21Snetselaar, Karen, A39Sorey, Tim, A14Soria, Victor, A56Soriano, Julissa, A27Soucie, Marilyn, A56Southerland, Sherry, A21Spencer, Joi, A61Srinivasan, Chandra , A9Stanley, Laura, A41Stark, Nicholle, A29Stauffer, Lynn, A37Staver, John R., A35Steinhorn, Charles, A67Stevens, Glenn, A4, A5Stevens, Tara, A42Stevenson, Cerissa, A18Stevenson, Tommy, A30Stewart, Gay, A45Stewart, John, A45Stitzlein, Sarah, A57Stockero, Shari, A28Stone, Elisa, A46Straus, J. William, A67Strempel, Eileen, A41Stronck, David, A8Strutchens, Marilyn, A3Stuart, Georgia, A86Stubbs, Renee, A31Stuckwisch, Stephen, A3Sugerik, Martin, A58Sullivan, Susan, A17Sundar, Viji, A14Sweeney, William, A24Swidler, Steve, A57TTarr, James, A56Tassell, Janet, A692012 NSF Robert Noyce Teacher Scholarship Program ConferenceA96


POSTER ABSTRACT INDEXTatum, Karen, A22Tawfeeq, Dante, A1Thomas, Christine D., A22Thomas, Donald A., A43Thomas, Tissa, A43Thompson, Alisun, A49Thompson, Patrick, A3Thorne, Robert, A2Thrasher, Emily, A32Tillotson, John, A41Tolman, Richard, A67Tolmasky, Marcelo, A9Toolin, Regina, A66Torres, David, A33Torres, Kasmira, A27Travis, Joseph, A21Tretter, Thomas, A53Tucker, Lucas, A36Turner, Galen, A28Turner, Paul, A79UUy, Fred, A11VVaidya, Sheila, A19Van Duzor, Andrea Gay, A15van Koppen, Petra, A49Van Meter, Nathan, A57VanEs, Beth, A46Vanko, David, A43Vanosdall, Rick, A29Vaughn, Richard, A35Velazquez, Ashley, A61Venegas, Jesse, A75Veronesi, Peter, A16Vesoulis, L. Michael, A61Vestal, Sharon, A37Vickers, Valerie, A58Vidakovic, Draga, A22Viernes, Virgilio, A51Villegas, Maria, A51Volkmann, Mark, A56WWagler, Amy, A64Wagler, Ronald, A64Walcott, Bruce, A52Walker, Christine, A67Walsh, Jerry, A58Wansick, Janet, A19Ward, John, A29Waterman, Rory, A66Watt, Jeffrey X., A25Wavering, Mike, A45Wawro, Megan, A68Webb, David, A50Weber, Keith H., A35Weiler, Jeanne, A24Weld, Jeffrey, A59Welter, Robert, A84Welty, Kimberly, A55Wetherill, Karen, A58White, Athena, A62White, Beth, A66, A87White, Brian, A54White, Erin, A21White, Janet, A29White, Jeff, A7Whittington, Alan, A56Wickler, Nicole, A5Wiles, Jason, A41Wilkins, Jesse, A68Williams, Christy, A52Williams, Desha, A26Williams, Susan E., A51Wilson, David, A40Wiltzius, Pierre, A49Windschitl, Mark, A66Withers, Michelle, A69Wittenborn‐Sikorski, Julie, A38Wolfson, Jane L., A43Wood, James, A46Woodard, Roger, A32Wright, Elizabeth, A66Wulf, Rosemary, A83Wurrey, Charles J., A57Wyberg, Terry, A55YYasar, Osman, A16Yong, Darryl, A15, A67Yopp‐Edward, Ruth s, A9Young, Luria, A38Yow, Jan, A61A972012 NSF Robert Noyce Teacher Scholarship Program Conference


POSTER ABSTRACT INDEXZZaikowski, Lori, A19Zawicki, Joseph, A40Zengel, Janice, A532012 NSF Robert Noyce Teacher Scholarship Program ConferenceA98

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