- Year 2018
- NSF Noyce Award # 1439763
- First Name Joseph
- Last Name Travis
- Discipline Other: STEM, STEM
- Co-PI(s)
Sherry Southerland, Florida State University, Ssoutherland@fsu.edu
Alec Kercheval, Florida State University, akercheval@fsu.edu
Chiang Shih, Florida State University, shih@eng.fsu.edu
Miray Tekkrumru-Kisa, Florida State University, mtekkumrukisa@fsu.edu - Presenters
Dr. Karen Rose, Florida State University, kr04@fsu.edu
Kirby Whittington, Florida State University, kmb07c@gmail.com
Dr. Sherry Southerland, Florida State University, ssoutherland@fsu.edu
Need
Over the decades, science educators have sought to make science accessible to all students. Yet, continually research has shown that some groups student in poverty, diverse racial and ethnic backgrounds, with disabilities– do not have the same educational opportunities as their peers who may be more affluent, come from the dominant culture, or are typically abled (Banilower et al., 2013; Gilbert & Yerrick, 2001; Gorski, 2015). Gorski (2015) noted students in poverty, which often coincides with racial and ethnic divides, often experience instruction that is less rigorous, and typically attend schools with the least amount of resources and experienced teachers. The differences in the type of instruction seen by these groups have been shown through lower achievement scores (U.S Department of Education, 2016) and persistence in STEM careers (NSF NCSES, 2017). In this way, the discrepancy between underserved students and their white counterparts not a simple achievement gap of standardized
Goals
The FSU-Teach Noyce induction program seeks to support two of the most central factors influencing the opportunity gap (Gorski, 2013): access to effective STEM teachers and engagement in challenging instruction. The induction program incorporates classroom visits, networking and funding via mini-grants to support scholars in their first years of teaching. These induction supports provide opportunities for Noyce mentors and teachers to identify and address instructional and/or affective challenges and celebrate successes.
Approach
Noyce graduates are supported by Noyce mentors and staff each semester via classroom visits or networking opportunities. Graduates are visited once per semester with a focus on collaborative action research between Noyce mentors and Noyce graduates. Networking opportunities include opportunities to attend regularly scheduled Noyce seminars with current scholars as well as gatherings specifically designed for graduates around a central theme or idea. To further support novice teachers, funding may be requested for classroom supplies, equipment or professional development. Examples of requested materials include Google cardboard, yoga balls, incentive items and kits to support specific math and science projects.
Outcomes
To date, the support of our Novice Noyce scholars has been positively received. The program has supported thirteen Noyce graduates teaching in high needs schools/and/or districts. To date, eleven of those inductees continue to work in high needs settings. A high percentage of them are highly valued as members of their faculty and have received favorable evaluations from their administrators.
Broader Impacts
Students of color and low-income students are less likely to be taught by experienced teachers and are less likely to be engaged in ambitious STEM instruction than their more affluent, majority peers. The FSU-Teach Noyce Phase II Program addresses two of the most central factors influencing this opportunity gap-access to effective teachers and ambitious STEM instruction. The STEM internships featured in the Noyce effort enhances current outreach efforts in surrounding high needs communities, recruiting potential teachers as well as supporting STEM learning in the local community through that outreach. The program also increases the number of well-prepared STEM teachers and supports these teachers to increase their retention. Noyce scholars and graduates bring innovative instructional practices into the schools in which they serve. Finally, the findings from the research aspect of the program are disseminated to broader communities interested in teacher preparation.
