The Robert Noyce Teacher Scholarship Program

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Noyce Teachers Lead The Way In Innovation

  • Year 2017
  • NSF Noyce Award # 1439904
  • First Name Jerry
  • Last Name Dwyer
  • Discipline Other: STEM, STEM
  • Co-PI(s)

    George Williams, Texas Tech University, brock.williams@ttu.edu
    Tara Stevens, Texas Tech University, tara.stevens@ttu.edu
    Jaclyn Cañas, Texas Tech University, jaclyn.e.canas@ttu.edu
    Zenaida Aguirre-Muñoz, Texas Tech University, z.aguirre@ttu.edu

  • Presenters

    Jerry Dwyer, Texas Tech University, jerry.dwyer@ttu.edu

Need

It is important to examine the challenges of beginning teachers, their opportunities to grow, and the support structures provided by their Noyce teams.

Goals

The primary goal is to show that continued interaction with Noyce support personnel leads to more confident innovative teachers, who implement active learning strategies and engage all students.

Approach

Teachers bring advanced content knowledge and innovative
skills to the STEM classroom. These include the development of: 3D printing, virtual sandboxes and design based STEM activities. Teacher support structures include interaction with, and continued mentorship from the Noyce PI team. A particular highlight is participation in the local annual STEM Challenge, which involves TTU STEM faculty and current Noyce scholars and pre-Noyce stipend awardees acting as mentors to teams of middle school students engaged in a competitive design project

Outcomes

Teachers continued involvement with the Noyce PI team leads to a greater sense of support and confidence in their teaching. It also leads to teachers becoming mentors for current Noyce scholars.

Broader Impacts

Noyce teachers involvement in STEM outreach programs leads to improved recruitment of students to STEM disciplines. Strategies that improve teacher retention are critical in combating the attrition of new teachers from the profession.

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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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