- Year 2023
- NSF Noyce Award # 2050336
- First Name Corin
- Last Name Slown
- Institution California State University Monterey Bay
- Role/Position PI
- Workshop Category Track 1: Scholarships and Stipends
- Workshop Disciplines Audience STEM Education (general)
- Target Audience Co-PIs, Evaluators/Education Researchers, Noyce Master Teachers, Noyce Teaching Fellows, Other Faculty/Staff, Project PIs, Undergraduate and/or Graduate Noyce Scholars
- Topics Culturally Relevant Pedagogy, Partnerships for Success (High-need schools/informal institutions/industry/community), Recruiting with Retention in Mind, Research/Assessment/Evaluation, Resources for Teachers, STEM Content Area and/or Convergent Description Skills Development
- Session Length 45 minutes minutes
- Additional Presenter(s)
By the end of the session, participants will be able to 1) identify types of early teaching and learning experiences; 2) explore frequency, duration, and descriptors of early teaching and learning experiences; 3) use the Student Transformative Learning Record (STLR) framework (King and Wimmer, 2020) to evaluate and provide peer feedback on the reflection.
Data was collected during Fall 2021, Spring 2022, Fall 2022, and Spring 2023 semesters from Noyce program participants engaged in a variety of educational experiences, such as classroom observations, a workshop on becoming a culturally responsive teacher, kayaking, and a visit to the campus Makerspace as examples. We will explore reflections students wrote in response to prompts that asked them about these experiences. The Student Transformative Learning Record (STLR) framework used to evaluate these reflections provides three STLR Achievement Level Descriptions, which apply to six tenets. This analysis focused on only one tenet; the Research, Creative & Scholarly Activities (RCSA) tenet, defined as: Research, creative and scholarly activities involve student-centered learning mentored by faculty, staff or professionals to create knowledge, peer-reviewed presentations, publications, creative projects, exhibitions or performances to be recognized as legitimate scholarly or creative contributions to an area of study.
A qualified and adaptive science, technology, engineering, and mathematics (STEM) national workforce requires qualified and innovative STEM teachers. By recruiting, preparing, and supporting community college and lower division STEM students to serve in rural and/or high need local education agencies, we are addressing Middle School and High School regional needs for highly qualified STEM teachers. Early teaching and learning experiences of future teachers from our local region will develop qualified STEM educators capable of investing in the next generation of scientists in rural districts and communities. Early STEM inquiry, teaching, and mentored research opportunities will integrate active learning and culturally responsive pedagogy to build early social capital and create a diverse STEM teacher community. Qualified and innovative STEM teachers in rural districts will exponentially develop the STEM workforce to meet emerging critical needs. This session will explore data from two years of early teaching and learning experiences. Specifically, we will explore the frequency, duration, and descriptors of early teaching and learning experiences as well as evaluate emerging themes from reflections.