- Year 2024
- NSF Noyce Award # 1660681
- First Name Peter
- Last Name Garik
- Institution Wheelock College, Boston University
- Role/Position Principal Investigator (PI)
- Proposal Type Workshop
- Workshop Category Track 1: Scholarships and Stipends
- Workshop Disciplines Audience Chemistry, Physics
- Target Audience Noyce Master Teachers, Noyce Teaching Fellows, Undergraduate and/or Graduate Noyce Scholars
- Topics Culturally Relevant Pedagogy, Managing high-need classrooms/building trust for all students
Goals
This session will rely upon the interaction of the panel with the audience. The goals are for attendees to discuss or have a preview of (1) classroom challenges that arise during the first years of teaching; (2) challenges to maintaining a healthy work-life balance; and (3) challenges to creating a classroom where culturally competent teaching gives rise to students’ sense of belonging. The intention is that attendees will develop greater insight into their own experiencethrough the panel of alums relating of their experiences coupled with audience discussion.
Evidence
The PI has conducted a survey of his projects’ alums that has provided him with insight into their teaching practices and reasons for remaining as teachers in high-need districts. The data from this survey, as well as his personal knowledge of each of the alums on the panel, will serve as the basis for his moderation of the panel at the outset of the presentation. The survey data was presented at the 2023 meeting of the National Association for Research in Science Teaching (NARST) and is now being prepared for publication.
Proposal
The Noyce Alums workshop will provide the opportunity for a panel of six alums of the Boston University Physical Science Urban Noyce Scholars Project (Project PSUNS) to present their experience teaching in high-need school districts to other Noyce Scholars. The alums’ teaching experience varies from six years to just graduated. They also have different personal histories that relate to their reasons to teach science. The initial introduction of the PSUNS alums by the moderator (the PI) will dwell on their differing reasons to teach in a high-need district, their interactions with their schools’ administration, how they feel they have developed as teachers, how they relate to their students has changed with time, and how they interpret the meaning of culturally competent teaching in their classrooms to help students develop a sense of belonging in science. After this introduction, the floor will be opened for the audience to ask questions and relate their own experiences to the panel and to the rest of the attendees. The intent is that the panel presentation initiates a discussion that is then carried on by the audience.
