- Year 2018
- NSF Noyce Award # 1439848
- First Name John K
- Last Name Coleman
- Discipline Other: STEM Education
- Co-PI(s)
Dr. Franklin Fondjo, Langston University, ffondjo@langston.edu
Dr. Alonzo Petersen, Langston University, afpetersen@langston.edu
Dr. Yvonne Montgomery, Langston University, ykmontgomery@langston.edu
Dr. Ernest Barnett and Dr. Marsha Herron, Langston University, mdherron@langston.edu - Presenters
John K Coleman
, Langston University
, jkcoleman@langston.edu
Need
The shortage of qualified mathematics and science teachers is a recognized problem nationwide. According to a report presented to the National Council of Teachers of Mathematics Board of Directors, the shortage of quality mathematics teachers is endemic to the K-12 teaching environment, primarily at the secondary level (NCTM, 2005). The shortage and the quality of K-12 mathematics teachers are, in part, a function of a shortage of mathematics teacher educators in institutions of higher education (Ibid).
Like the rest of the nation, Oklahoma recognizes its need to be proactive in addressing the need to produce qualified STEM personnel, as indicated in a Governor’s STEM Summit. Among other issues covered, the Summit’s content states that there is an urgent need to improve STEM education, to produce qualified STEM workers, and to recruit qualified STEM teachers in common education.
Langston University’s Noyce program is mitigating these issues.
Goals
The overall goal of the project is to institutionalize a process at Langston University (LU) that increases the number of STEM teachers that it produces.
Key activities that are taking place include: pre-field experiences – methods class that provides teaching experiences; utilizing proven innovative teaching and learning strategies that enhance subject matter proficiency and problem solving skills (Competency Performance Recordings for Learning – CPRL); field training experiences; mentoring and tutoring; cohort performance appraisals; and intense workshops to prepare teacher candidates for certification and licensure exams.
Approach
Langston is employing a nuanced approach that includes targeted recruiting that does not erode its STEM scholar numbers, and a more robust, integrated, and aggressive support structure within our combined School of Arts and Sciences (where STEM resides) and Education department. Together with key activities identified in the area immediately above, we are achieving a high degree of success in achieving our goal. Langston also has collaborations with over 35 schools in high needs districts that serve as a training ground for our Teacher Candidates. The Noyce operations team also works collaboratively with all STEM departments and the Education department.
Outcomes
So far, the LU Noyce program is projected to increase the number of STEM teachers by 700% compared to its pre-Noyce years. It has already produced 2 STEM teachers, and 14 are in the pipeline, about half of whom have completed their STEM curriculum, and are in the process of obtaining Teacher Credentials. Our Noyce program has also attracted the attention of some LU STEM graduates who wish to become certified STEM teachers. They are auditing our Noyce specific courses, and being mentored by our Noyce team. As importantly, the program is demonstrating success in preparing teacher candidates for overall excellence. Evidence of excellence is demonstrated in one of our Noyce Teacher Candidates who earned a Biology Education degree, graduating Magna Cum Laude in this year?s (2018) LU graduating class. Rashid K. Troupe is a 2018 graduating senior awarded the President?s Outstanding Leadership Award.
Broader Impacts
Broader impacts include contributing to the number of new STEM teachers in high needs school districts who have subject matter mastery in STEM disciplines.
Information about LU’s Noyce program has been disseminated throughout the Langston University community, has been covered in statewide communication tools, and in articles that are distributed worldwide.
