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

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