- Year 2016
- NSF Noyce Award # 1136293
- First Name Michelle
- Last Name Cook
- Discipline Mathematics, Science Education
- Co-PI(s)
Megan Che, Clemson University, sche@clemson.edu
; Lisa Benson, Clemson University, lbenson@clemson.edu
; Molly Kennedy, Clemson University, mskenne@clemson.edu - Presenters
Leigh Haltiwanger, Clemson University, haltiwa@clemson.edu; Megan Che, Clemson University, sche@clemson.edu
; Michelle Cook, Clemson University, mcook@clemson.edu
; Lisa Benson, Clemson University, lbenson@clemson.edu
; Molly Kennedy, Clemson University,mskenne@clemson.edu; Jennie Farmer, Clemson University, jennief@clemson.edu
Need
This project is important because districts and high schools in South Carolina do not have enough science and mathematics teachers. Further, most of the science and mathematics teachers have been prepared through alternative certification programs. Thus, this project addresses the dire need for mathematics and science teachers who have been educated in a teacher preparation program.
Goals
The primary goal of the TigersTeach Noyce Scholarship Initiative is to recruit academically strong students from Clemson University and students with degrees in mathematics and the sciences to become science and mathematics teachers.
Approach
1.) Create materials and implement strategies to recruit undergraduate students from engineering, mathematics, and the sciences into the teaching professions.
2.) Develop a strong set of co-curricular activities to educate and support students in their decision making about becoming science or mathematics teachers and foster a supportive learning community.
3.) Implement flexible teacher education program options that facilitate students’ becoming science and mathematics teachers.
4.) Build partnerships among colleges and school districts that will facilitate future science and mathematics collaboration, including student internship placements, job opportunities upon graduation, and extended mentoring of new teachers.
Outcomes
Key findings include persistent challenges in recruiting secondary mathematics preservice teachers into an MAT program, even with Noyce support. We have been more successful in recruiting preservice teachers into the secondary science MAT program than we have in recruiting secondary mathematics preservice teachers into the MAT program. This finding is troubling because of the lack of mathematics teachers that have been educated in a teacher preparation program.
Broader Impacts
36 students have been awarded Tigers Teach Noyce scholarships to date. More than 60 student have participated in the Tigers Teach internship program. Thus, through the life of this project, we have introduced a significant number of Clemson University students in STEM fields to science and mathematics education, and we have been able to support the teacher preparation of several dozen Noyce scholars.
