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

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