- Year 2022
- NSF Noyce Award # 1950232
- First Name Timothy
- Last Name Goodale
- Institution Elizabeth City State University
- Role/Position Basnight Endowed Professor
- Workshop Category Track 1: Scholarships and Stipends
- Workshop Disciplines Audience Biological Sciences, STEM Education
- Target Audience Co-PIs, Evaluators/Education Researchers, Higher Education Institution Administrators, Non-Profit Organization Personnel, Other Faculty/Staff, Project PIs, Undergraduate and/or Graduate Noyce Scholars
- Topics Community Building: Supporting Teacher Educators and Pre-Service Teachers, Recruiting and Retaining Diverse Teacher Candidates
- Session Length 30 minutes minutes
Goals
Workshop will focus on comparing Noyce Scholar profiles of the current 12 project participants versus the average state (North Carolina) graduate of traditional teacher preparation programs. Project data on beginning teacher demographics and diversity will be compared to state and national averages. Here we will show project utility in recruiting diverse candidates into high school science teaching positions. Next, the session will present findings on GPA, and discipline specific content hours at the graduate and undergraduate level along with performance on licensure exams to compare aptitude in biological concepts in project participants vs other beginning teachers. This will demonstrate project impact on recruiting, training and producing science educators with strong content backgrounds.
Evidence
Project data on beginning teacher demographics and diversity will be compared to state and national averages. In addition, findings on Noyce Scholar GPA, and discipline specific content hours at the graduate and undergraduate level along with performance on licensure exams to compare aptitude in biological concepts in project participants vs other beginning teachers will be shared. Prior research has shown that in general students that had high school teachers that were had strong content knowledge and high levels of efficacy positively impacted future STEM career and academic success (Adelman, 1999).
Proposal
Ongoing findings from NSF Project: #1950232. Graduate students at an HBCU complete a 14-month accelerated pathway that leads to both a master’s degree in biology and teacher certification. Project offers unique professional development opportunities and academic interventions that aim to enhance teacher conceptual understanding and efficacy to teach challenging and controversial scientific and environmental topics such as climate change and evolution. Workshop will first focus on comparing teacher profiles of the project participants versus the average state graduate of traditional teacher preparation programs. Workshop will share project utility in recruiting diverse candidates into high school science teaching positions. Next, the session will present findings on GPA, and discipline specific content hours at the graduate and undergraduate level along with performance on licensure exams to compare aptitude in biological concepts in project participants vs other beginning teachers. This will demonstrate project impact on recruiting, training and producing science educators with strong content backgrounds. Prior research has shown that in general students that had high school teachers that were had strong content knowledge and high levels of efficacy positively impacted future STEM career and academic success (Adelman, 1999).
