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

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