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

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