2019 – Page 2

Concurrent Workshop Session 4

4.1 - Correlation Between Professional Noticing and Specialized Content Knowledge
Concord

4.2 - Culturally Relevant Pedagogy & STEM Teacher Preparation: Student and Professor Perspectives
Congressional B

4.3 - Culturally Responsive Science Education in New York City: Collaboration of a Community of Teachers
Capitol B

4.4 - Developing a Model for Community College and University Collaboration Around Math Teacher Prep.
Columbia A

4.5 - Evaluation as a Partner in Project Design and Implementation
Bunker Hill

4.6 - How to Support Productive Mentoring: Tools and Practices for Productive Partnerships Between Mentors
Columbia C

4.7 - Lessons Learned: Integration of CRP Across a STEM Teacher Preparation Program
Columbia Foyer

4.8 - Model-Based Reasoning and Recall Using Sketching to Learn and Eyes-Closed Exercises
Capitol A

4.9 - Personalities, Perceptions, and Placements: Lessons Learned from Noyce Scholar Rural Placement
Lexington

4.10 - Students Were Not Made to be Managed: Effective Practices to Build Community and Promote Inclusivity
Congressional CD

4.11 - The ABCs of Multi-Institutional Partnership: Year 1
Yellowstone/Everglades

4.12 - The Noyce Mentor: A Model for Supporting Pre-service STEM Teachers
Columbia B

4.13 - Undergraduate Students’ Perceptions of Service-Learning Experiences
Regency D

4.14 - Using Visual Network Scales and Social Network Analysis in Teacher Professional Development
Regency Foyer

Transition Workshops

Concurrent Workshop Session 3

3.1 - A Phenomenon Based Lesson Demonstrates Scaffolding for Science Knowledge All Learners Can Access
Congressional CD

3.2 - Apprenticeships and Collaborative Professional Development
Regency D

3.3 - Creating Spaces for Mentor-mentee Conversations About Teaching
Columbia A

3.4 - Cultural Competency: Preparing Scholars for Future Classrooms
Columbia Foyer

3.5 - Developing Teacher Leaders Through Online Course Instruction
Lexington

3.6 - Developing Teacher Leaders through Professional Learning Facilitation
Bunker Hill

3.7 - Dissemination of Regional Noyce Conference Planning
Concord

3.8 - Learning Assistants Become Teachers: A Model for Recruitment and Retention
Capitol A

3.9 - Persistence, Effectiveness, and Retention Studies In STEM Teaching: Synthesis & Future Opportunities
Regency Foyer

3.10 - Recruiting Science Majors to Teaching: A Workshop to Design Recruiting Plans and Materials
Columbia C

3.11 - Recruitment and Retention of Underrepresented Noyce Scholars
Congressional B

3.12 - Robert Noyce Teacher Scholarship Program: Developing Effective Mathematical Sciences Teachers
Columbia B

3.13 - Routines for Reasoning
Capitol B

3.14 - Swimming Upstream: Overcoming Challenges of Noyce Programs at Smaller Institutions
Yellowstone/Everglades

Break

Continental Breakfast, Research Roundtables, & Networking Session 2