- Year 2017
- NSF Noyce Award # 1035443
- First Name Sharon
- Last Name McCrone
- Discipline Other: Biology, Chemistry, Geosciences, Math, Physics
Dawn Meredith, UNH, firstname.lastname@example.org
Judith Robb, UNH, Judith.email@example.com
Sharon McCrone, UNH, firstname.lastname@example.org
In the state of NH, nearly 80% of the school districts are considered rural and have at least one high need school in the district. Rural district present many challenges to new teachers, particularly in relation to school educational resources and continuing professional development.
The main goals of the UNH Noyce Program are:
* To attract talented individuals from a range of STEM disciplines to be UNH Noyce Scholars and to teach science and mathematics in grades five through twelve;
* To increase the number of STEM teachers over four years through the successful UNH teacher education program,
* To prepare the Scholars for the unique challenges faced by STEM teachers in rural high need districts, and
* To provide support for the Scholars as practicing professional teachers in rural high need districts.
In the final years of the UNH Noyce Program we focused on teacher professional development and new teacher support. We addressed current issues in STEM Education that might be unique to NH, such as the state’s new mandate for competency-based assessment in all subjects. We held monthly workshops with current teachers around current issues. We worked with new teachers to develop their proficiencies in these areas. We provided mentoring. All Co-PIs were involved in planning and running the monthly workshops. In addition, key stakeholders from around the state joined us for important conversations.
Key outcomes are described above and repeated here. We have successfully graduated 22 Noyce STEM Educators who are currently working across the state (as well as one in CO and two in FL).
One of our original hopes for the Noyce grant was to establish a Noyce Scholar community on campus through events, travel and other interactions between the Noyce Scholars and Noyce faculty. To some degree, this goal has been accomplished. Several Scholars have commented on feelings of camaraderie among the group, particularly those Noyce Scholars who were also teaching interns this past year. In addition to the Noyce Scholars, the Noyce project staff has come together and collaborated on professional development workshops in ways that have not occurred in the past. For example, one Noyce faculty member in mathematics and one in physics have worked together to develop and facilitate two workshops for the scholars over the past couple of years. We intend to continue such collaborations.
We hope that the Noyce Program graduates will contribute to the communities and schools where they are employed after graduation. Because our Scholars have a strong preparation in content and pedagogy, they are well positioned to have an immediate positive impact on the schools where they work.
We are beginning to hear stories of success from our Noyce Scholars who are award wining science and mathematics teachers, valued in their districts, etc.