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Engaging Noyce Teachers with Noyce Undergraduates during Clinical Placements

  • Year 2019
  • NSF Noyce Award # 1439879
  • First Name Paul
  • Last Name Bischoff
  • Discipline Biology, Chemistry, Geosciences, Math, Physics
  • Co-PI(s)

    Paul French, SUNY-Oneonta, paul.french@oneonta.edu

  • Presenters

    Paul Bischoff and Pau French; SUNY-Oneonta; paul.bischoff@oneonta.edu

Need

Clinical Placements that Engage Noyce in-service Teachers with Undergraduate Noyce Scholars Synergistically Supports All Participants

Goals

Are there benefits asking Noyce Teachers serving in high-needs schools to serve as host teachers for Noyce Scholars during Clinical Placements?

Approach

Several program completers from SUNY-Oneonta’s Noyce 1 project are now teaching in high-needs NYC schools. Undergraduate participants in our Noyce 2 project complete a required week-long clinical placement in the Noyce-teacher’s classroom. Data collected in the form of anticipatory essays followed by daily journal entries and a final summative reflection was analyzed in effort to identify possible successes of the program.

Outcomes

Analyses of journal entries demonstrates that the Noyce undergraduates possess several accurate as well as off-mark preconceived notions about what a teaching career in a high-needs NYC school is actually like. Evidence in the journal entries supports our conclusion that this synergistic activity serves to more accurately inform the undergraduates of what teaching in NYC is like. Secondarily, the activity has enabled the PI’s to create a community of practice between the Noyce project leadership, in-service Noyce teachers and undergraduate Noyce Scholars.

Broader Impacts

This engagement activity may be a model other Noyce programs want to consider when thinking about how to simultaneously maintain contact with and support program completers while preparing undergraduates. Seeing and interacting with a new teacher who just a few years earlier was in their shoes is an influential experience.

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This material is based upon work supported by the National Science Foundation (NSF) under Grant Numbers DUE-2041597 and DUE-1548986. Any opinions, findings, interpretations, conclusions or recommendations expressed in this material are those of its authors and do not represent the views of the AAAS Board of Directors, the Council of AAAS, AAAS’ membership or the National Science Foundation.

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