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

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