ABSTRACTS

 

 

Abd-El-Khalick, Fouad

  University of Illinois - Urbana-Champaign

 

ôAlternative Pathways to Teaching:

Quality Teachers versus Warm Bodies in Classroomsö

 

RECRUIT is an experimental alternative teacher certification program that aims to increase the number of secondary science and mathematics teachers from underrepresented populations in the profession. RECRUIT aims to achieve this end through fostering an alternative pathway to teaching that does not compromise the quality of preparing its participants. This paper explores RECRUITĺs theoretical framework and the approach undertaken to achieve its goals, which emphasizes: extensive collaboration between education and STEM faculty and school personnel; a support community aimed at providing a seamless transition from teacher preparation into teaching; an extended induction, support, and professional development period that extends beyond initial coursework and training; and advanced coursework that is pursued after participants have had an extended teaching experience, with the aim of helping them address advanced instructional outcomes, such as higher order and critical thinking skills, inquiry, and nature of science and mathematics.


Paper

 

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Abell, Sandra

  University of Missouri ľ Columbia

Boone, Bill

  Indiana University

Beilfuss, Meredith

  Indiana University

Arbaugh, Fran

  University of Missouri - Columbia

Lannin, John

  University of Missouri - Columbia

Volkmann, Mark

  University of Missouri - Columbia

Demir, Abdulkadir

  University of Missouri - Columbia

 

 

 

ôRecruiting Future Science and Mathematics Teachers in Alternative

Certification Programs:  Strategies Tried and Lessons Learnedö

 

SMAR2T:  Science and Mathematics Academy for the Recruitment and Retention of Teachers, is a STEMTP project for the alternative certification of mathematics and science teachers.   The project is currently recruiting its second cohort of students for two different routes to post baccalaureate teacher certification for teaching grades 5-12.  Because our recruitment efforts did not meet our target numbers for the first cohort, we decided to examine our recruitment strategies and their effects.  We discuss strategies used to recruit for the first SMAR2T cohort and the outcomes of those strategies, as well as the intentional and unintentional gatekeepers into our program.

 

 Paper

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Allman, Elizabeth S.

  University of Southern Maine

 

ôLessons from Four Years in a Joint Position in

Mathematics and Mathematics Educationö

 

In fall 2000, I started in a joint position in the Departments of Mathematics and

Teacher Education at the University of Southern Maine (USM).  This position was created as part of an NSF funded CETP grant "Maine Mathematics and Science Teaching Excellence Collaborative" (MMSTEC).  My position was created to serve as a "bridge" between two colleges at USM, the College of Education and the College of Arts and Sciences, and one important aspect of my job is to improve 7-12 mathematics education offerings at USM and in southern Maine more generally. Unfortunately, my position has been plagued with many difficulties and troubles.  Some of these are perhaps due to the particular make-up of USM, and some are due more generally to the nature of a joint position spanning colleges.  In this talk, I will try to outline my experience in a joint position and my understanding of the nature of the problems.

 

Paper

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Andrews, David M.

  California State University ľ Fresno

Oliver, Michael

  FCEPT Evaluator

Vesenka, James

  University of New England

 

ôImplications of Modeling Method Training on Physics Teacher Development

 in Californiaĺs Central Valleyö

 

FCEPT is aimed at recruiting and training outstanding math and science teachers for K-12 teaching positions in Californiaĺs Central Valley. This multifaceted collaborative has held a summer physics modeling workshop for the past four years, similar to Arizona State Universityĺs modeling program. Results from two summers worth of interviews and assessments indicate improved teacher comprehension of physics content as well as enthusiastic support from the participants in the modeling approach. Lastly, follow-up interviews with teachers have indicated that modeling instruction has greatly influenced their teaching styles and that they find their students more attentive and enthusiastic participants in their classrooms.


Paper

 

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Bay-Williams, Jennifer M.

  Kansas State University

Shroyer, Gail

  Kansas State University

Hancock, Melisa

  Kansas State University

Scott, Michael

  Kansas State University

Bennett, Andy

  Kansas State University

 

ôThe Amoeba of Simultaneous Renewal and the Residue it Leaves Behindö

 

This session will provide an opportunity to interactively discuss a K-16 simultaneous renewal model involving mathematicians, mathematics educators, and K-12 mathematics teachers.  This renewal model is based on an analysis of K-16 teaching and learning and K-12 mathematics achievement.  We will share professional development, action research, assessment strategies, and other collaborative projects, which emerged from the needs of partners. Success stories will be shared and the lasting impact of a K-16 simultaneous reform model will be discussed.


Paper

 

 

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Berger, Joseph B.

  University of Massachusetts

 

ôDefeating the Many-Headed Monster: Strategies for Effective

Comprehensive Program Evaluationö

 

The purpose of this presentation is to provide an overview of research designs and strategies that can be used in the evaluation of complex, multi-faceted NSF funded projects such as STEMTEC.  A framework for devising such an evaluation using multiple methods will be presented along with a description of various tools and strategies that can be used to overcame some of the barriers and challenges inherent in this type of comprehensive evaluation.  Existing resources and instruments will be presented as well.  The session will provide plenty of opportunities for interactive discussion.


Presentation  Handout

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Bharathan, N.

  Indiana University of Pennsylvania

Knabb, Maureen

  West Chester University

 

"Biotechnology in a Box - A Collaborative Effort to Address the Content

and Strategies in National and Pennsylvania Standardsö

 

This presentation describes a collaborative effort among three universities of the

Pennsylvania CETP Project funded through an internal Level II mini-grant initiative of

CETP-PA. These workshops were offered during the 2002-2003 school year, summer 2003, and as a 400 level extended studies course or a 1-credit graduate level course. The intense two-day program, designed so that K-16 faculty and pre-service teachers worked together as active learners, included hands-on activities in recombinant DNA technology, DNA manipulations, DNA modeling, and DNA fingerprinting, transformation and polymerase chain reaction technology.  Participants were strongly encouraged to borrow lab equipment during the school year so that the experiments can be performed in the high school labs.  The Math and Science Centers developed through the NSF-CETP-PA initiatives serve as repositories of equipment and resource material in Biotechnology to the local teachers.  By working cooperatively with the Science Centers and the participating teachers of the surrounding schools, the investigators in the project hope to make modern science even more accessible and inviting to the high school students, thus providing one more tool to recruit quality students to science education.


Paper

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Blake, Sally

  University of Texas ľ El Paso

Tchoshanov, Mourat

  University of Texas ľ El Paso

Pacheco, Arturo

  University of Texas ľ El Paso

Brady, Tom

  University of Texas ľ El Paso

Heureca, Karla

  University of Texas - El Paso

Borunda, Antonio

  Bowie High School

 

ôPractitioner/Researcher Teams:  Reality Action Research in the Classroomö

 

Collaborative action research teams bring together multi-level practitioners with

different skills, perspectives, and individual expertise to address problems of the teaching and learning of mathematics and science within the classroom context. Educational researchers realize the challenges facing classroom teachers as they deal with the teaching and learning of mathematics and science and certified teachers increase their understanding of the value of systematic study based on their professional hunches.   Systematic studies of these research groups have found that  projects promote understanding, enhance motivation, and increase confidence levels in practitionersĺ ability to deal with the complex nature of teaching mathematics and science.

 

Presentation

 

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Blount, Katherine Price

  Texas A&M University-Corpus Christi

Minnick, Kirk

  Minnick and Associates

 

ôProgram Ownership Inspires Self-Reflectionö

 

The annual TxCETP Forum in 2001 targeted the development of the TxCETP Vision for Effective Learning and Teaching: An instrument for reflection.  Its design was facilitated through an iterative process that included gallery walks, informative readings, and small and large group discussions.  Student and faculty course surveys assessing nine indicators of inquiry were then developed to help faculty investigate whether students were experiencing reformed courses as faculty envisioned they would be received.  Every semester approximately 50 courses are surveyed across the 10-campus collaborative.  Results are returned to individual faculty participants and are also compiled to generate campus and collaborative reports.

 

 Presentation

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Blount, Katherine Price

  Texas A&M University-Corpus Christi

Scott, Timothy P.

  Texas A&M University-College Station

 

ôMath and Science Scholars (MASS) at Texas A&M Universityö

 

The Math and Science Scholars (MASS) Program is a collaborative effort at Texas A&M University to recruit and prepare highly qualified mathematics and science educators. MASS offers students the opportunity to complete their bachelor's degree in mathematics or science while also completing courses required for teacher certification with no additional hours. The program begins freshmen year with a seminar style course that explores the profession and utilizes a field-based approach featuring hands-on teaching strategies in local classrooms with some of the area's best master teachers. MASS offers students academic and mentor support, and financial incentives throughout the program.


Presentation

 

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Bravo, Milagros

  University of Puerto RicoRÝo Piedras

 

ôPRCETP Evaluation in the Context of Controversies in the Fieldö

 

Presents the PRCETP project evaluation in the context of controversies in the

evaluation field. It includes controversies derived from the usage of research methods from the social sciences (i.e., quantitative vs. qualitative debate), and those due to the nature of evaluation as applied research that is highly influenced by the social, political and economic context.  The latter include debates regarding the working conditions of evaluators (external vs. internal), the responsibility for the evaluation (individual entity or collaborative team), and usage of results (responsibility of evaluators; types of use).  Describes and illustrates the positions adopted in PRCETP regarding these controversies.

 

Paper

 

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Case, Steven

  University of Kansas

 

ôPathfinder Science L.L.C.ö

 

Pathfinder Science L.L.C. is an emerging private science education company.  It is emerging from the KanCRN Collaborative Research Network, a Technology Innovation Challenge grant from the U.S. Department of Education.  The Pathfinder community use technology to facilitate student work that fulfills the vision of the national efforts to reform science, geography, and technology education.  The research community building process began in October of 1997 and in 2004 a technology transfer was negotiated with the University of Kansas to sustain this international collaboration, involving over 1200 schools in 30 countries.


Paper

 

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Clettenberg, Stacey

  OTEC

Johnson, Dale

  Tarleton State University

 

ôEvaluation Experiences of OTECö

 

The experiences of the Oklahoma Teacher Education Collaborative (O-TEC) evaluation team provide important lessons which may help guide future evaluation designs.  Specifically, the identification and surveillance of essential grant participants and the pertinent definitions which guide evaluation questions are examined.  Further, evaluation as a cultural phenomenon is discussed, as well as collaborative efforts among evaluators. Finally, the blending of evaluation elements is addressed.


Paper

 

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Cole, Elaine Jane

  Pacific University

 

ôWRITE ON!  Empowering Writing Retreats for

Science and Mathematics Facultyö

 

In an effort to disseminate the results of the Oregon Collaborative for Excellence

in the Preparation of Teachers, a model for a writing retreat entitled WRITE ON! was

established in 2000. These four-day, fully supported retreats provide faculty an opportunity to write to completion scholarly articles about course revisions, innovative pedagogy or classroom research. WRITE ON! is designed to give faculty quiet, undisturbed blocks of time to write with the support of two staff: 1) a logistics facilitator and 2) a professional writing coach. Over the past three years, 42 participants have submitted a total of 37 articles to state, national and international publications. This session will focus on the retreat model and the attributes credited to the high submission rate. A review of the positive unanticipated outcomes as well as issues will be included.

 

Presentation

 

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Donovan, John E. II

  University of Maine ľ Orono

 

ôExperiences and Outcomes of a CETP Funded Joint Appointment

 in Mathematics  and Educationö

 

The Maine Mathematics and Science Teaching Excellence Collaborative (MMSTEC) has funded three tenure-track faculty joint positions at three different campuses within the University of Maine System (7 campuses).  Each of the institutions agreed to sustain these positions beyond the life of the grant.  At the outset the broad goal for these positions was to ôbuild a bridge between colleges of Arts and Sciences and Colleges of Education.ö  In this presentation I will share my experiences as the joint appointee at the University of Maine, the Land Grant and Sea Grant institution of the University of Maine System.


Paper
 

 

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Eason, Grace

  University of Maine ľ Farmington

 

ôProfile of a Dual Appointment in Science and Science Educationö

 

As a new dual appointment in the College of Arts and Sciences, Department of Natural Sciences and the College of Education, Health and Rehabilitation, Department of Middle/Secondary Education, my charge has been to bridge the communication gap between the two colleges. ôAdmittedly, we do not live in feudal times, but subject matter specialists (who typically reside in Colleges of Arts & Sciences) and teacher educators (who are typically housed in Colleges of Education) have been known to feudö (Zeidler,

2002). I will describe how a non-tenured faculty member attempts to find a balance between the two colleges regarding teaching, service, and scholarship.

 

Paper 

 

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Farley, Reuben

  Virginia Commonwealth University

Howard, Robert

  University of Tulsa

Walker, Dan

  San Jose State University

 

ôSuccess Stories:  A Long Term Perspectiveö

 

This panel will discuss results of three mature CETP awards first funded in 1996.  While the three CETPs had much different initial circumstances, there have been a number of common successes.  These include an enhancement of teacher quality achieved by a combination of new licensure requirements and enhanced training, an enlargement of the production pipeline by enhancing the role of community college partners, and a new attitude of enthusiasm and partnership produced by a commitment to common aims.  Panel members will describe how these and other successes have been manifested by their projects.

 

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Farley, Reuben

  Virginia Commonwealth University

Ellington, Aimee

  Virginia Commonwealth University

 

ôBeyond CETP: Virginia Commonwealth University's Continuing Programsö

 

Virginia Commonwealth University, the lead institution for VCEPT has worked through the Virginia Mathematics and Science Coalition to improve K-8 teacher preparation programs across the state.  Six VCEPT university partners were joined by five other state universities in a FIPSE funded program focused on teacher preparation to significantly increase the number of well-prepared middle school mathematics teachers.  An NSF funded GK-12 program prepared 24 current middle school teachers for leadership roles through an interdisciplinary Masterĺs Degree program.  The consortium is working to prepare Virginia Board of Education endorsed Mathematics Specialists for content leadership roles in grades K-8 across the state.

 

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Feldman, Allan

  University of Massachusetts

Capobianco, Brenda

  Purdue University

Czajkowski, Jack

  University of Massachusetts

 

ôSummer/Fall and MINT:

A Modular Approach to Non-traditional Pathways to Teachingö

 

In collaboration with the University of Massachusetts Amherst Secondary Teacher Education Program (STEP), STEMTEC fostered two non-traditional pathways to teaching: the Summer/Fall Option, and the Chicopee/University of Massachusetts MINT Initial Licensure Program. Rather than develop new teacher education programs, these alternative tracks use the state- and NCATE approved STEP course-sequence as its core. This results in the delivery of an exemplary program to non-traditional students in non-traditional ways. This presentation will report on an evaluation of the Summer/Fall Option (now in its fifth year) and preliminary findings from the first year of the Chicopee/University of Massachusetts MINT Initial Licensure Program.


Paper

 

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Feldman, Allan

  University of Massachusetts

Palmer, Sharon

  University of Massachusetts

Sternheim, Morton

  University of Massachusetts

Duncan, Marlina

  University of Massachusetts

Wing, Janice

  Elementary Schools

 

ôDifferent Strokes for Different Folks: Supporting New Teachers Using

Multiple Approachesö

 

STEMTEC has established a variety of ways to support new math and science teachers.  These include an on-line course, a new teacher dinner club, a series of Saturday morning seminars and workshops, and research experiences for teachers. This presentation will include a description of each of these methods of support, their pluses and minuses, and ways to institutionalize in a low-cost or self-sustaining manner.

 

Presentation

 

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Forbes, Cory T.

  University of Kansas

 

ôPeer Mentoring: Shared Experiences Help New Teachers Succeedö

 

In an effort to address a primary program goal of mentoring early career teachers, the Kansas Collaborative for Excellence in Teacher Preparation (KCETP) developed and implemented a peer mentoring program during the 2002-2003 academic year.  The participants were three secondary science teachers, each in his or her first three years of teaching.  Following an initial training and ôtrust-buildingö phase, the teachers engaged a bimonthly, reciprocal mentoring schedule that involved observations, conferences, and whole-group seminars.  Teacher interactions were facilitated by the use of videoconferencing equipment and internet-based cameras.  The two primary goals of the project were to 1) assess professional growth within four broad domains of teacher responsibility and to 2) discern the perceived value the teachers attributed to peer collaboration.  Evidence from the program suggests beginning science teachers both highly value, and benefit from, collaboration with their peers.

 

Paper

 

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Friedman, Delores Lowe

  Kingsborough Community College

Miele, Eleanor

  Brooklyn College

Pilchman, Peter

  Kingsborough Community College

Eckhardt, Ronald

  Brooklyn College

Zeitlin, Arthur

  Kingsborough Community College

 

ôCrossing Boundaries:  Sustaining a Two-Year Four-Year Collaboration and a

Pathway to Science Teachingö

 

Crossing Boundaries is a collaboration between Kingsborough Community College and Brooklyn College of the City University of New York. Its goal is to increase the pool of science teachers and to improve the quality of science teaching in grades K-12. The results have been revisions in science education and basic science courses, student internships at science institutions, faculty and student development in technology, and an enhanced articulation agreement giving transfer students advanced standing. The first students have successfully transferred to the four-year college. This paper explores the projectĺs development and the sustained linkages between two-year and four-year colleges and science institutions.


Paper

 

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Gerrish, Amanda

  University of Maine

Ballard, Keri

  University of Maine

 

ôSustaining Support for Prospective Teachersö

 

Amanda Gerrish (undergraduate NSF scholar) and Keri Ballard, Co-presidents of the Math and Science Future Teachers Club share how their careers have been jump-started with professional development experiences offered through the Maine Math Science Teaching Excellence Collaborative.  The undergraduate co-presidents of the, 3 year old Math and Science Future Teachers Club at the University of Maine, Orono will share the evolution of this relatively young club and its rapid ascent on our campus. The idea was spawned by a presentation at an earlier funded collaborative PI meeting.  Few other clubs, including the almost simultaneously formed student education association, have accomplished so much in such a short time.  The club sponsors two major conferences each year for pre-service teachers of math and science and is now an integral part of the campus- a legacy to be left behind once MMSTEC funds run out.  The club is now officially recognized by student affairs and as such receives funds for operation.  The co-presidents will also share how their leadership in the club and participation in MMSTEC activities is preparing them to become better educators of math.

 

 

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Gronberg, Sharon M.

  Texas State University

Wayment, Stanley

  Texas State University

 

ôInquiry Based Curriculum for Middle School Teacher Preparationö

 

To address the national shortage of middle school mathematics teachers, Texas State University Mathematics Department has developed two programs using NSF grants.  One grant developed the certification program for preservice middle school teachers.  The other grant developed a masterĺs degree in middle school mathematics teaching intended to prepare teachers, not certified in mathematics, to become middle school math teachers.  The content in courses is a series of inquiry labs, using a hands-on approach and technology wherever appropriate.  To respond to the high dropout rate of new teachers, mentoring links between the preservice teachers and the certified teachers in the grants are offered.

 

Paper

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Johnson, Dale

  Tarleton State University

Howard, Robert

  University of Tulsa

 

ôO-TEC Summer Math/Science Teaching Academyö

 

The intensive summer academy was a subset of a statewide NSF initiative (Oklahoma Teacher Education Collaborative - O-TEC), which capitalized on participants with heterogeneous backgrounds to achieve a diverse set of objectives.  The fourteen participants included beginning and experienced teachers with marginal content background and preservice teachers with strong science credentials, but with no pedagogical background.  An instructional team representing various domains planned and delivered content and pedagogical material.  The instructional foundation was statistical data-driven science applied to the variety of content domains. Academy content instruction and learning were approached through multidimensional structures suited to individual participant needs and abilities.

 

Paper

 

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Johnson, Patsy Ann

  Slippery Rock University

Courson, Susan

  Clarion University

Dolgos, Kathy

  Kutztown University

McGivney, Kate

  Shippensburg University

Wilcox, Bruce

  Bloomsburg University

 

ôHow Do We Know CETP Makes a Difference?ö

 

A key outcome for the CETP-Pennsylvania Project is to increase the content

knowledge for prospective elementary and secondary mathematics and science teachers.  The Project believes that prospective teachers understand more mathematics and science and how best to teach these disciplines when they participate in university courses that reflect national and Pennsylvania content and pedagogical standards. Each of the twelve participating CETP-PA universities is conducting a Teacher Content Knowledge Assessment Study to compare the math and/or science content knowledge of prospective teachers completing one or more reformed courses with those completing more traditional courses.  Results from four studies will be presented.

 

Paper

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Jorgensen, Colleen

  Red Rocks Community College

 

ôMission Possible:  Educating the Paraeducatorsö

 

Red Rocks Community College and Jefferson County Public Schools have partnered to develop a program to meet the education requirements specified in the NCLB Act for paraeducators.  Paraeducators can now earn an AAS degree in paraeducation.  The AAS has been designed to create a seamless pathway for paraeducators electing to continue into teacher licensure.  Customized courses reinforce literacy, math and technology interventions in the classroom.  Advising and assessment upon entry supports the success of the paraeducators as remediation needs are identified and addressed early.  Currently, 66 paraeducators are enrolled in the program.


Paper 

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Judson, Eugene

  Arizona State University

Lawson, Anton E. 

  Arizona State University

 

ôAre Constructivist Teachers Isolationists or Team Leaders? 

A Social Network Analysisö

 

Two alternate hypotheses exist about constructivist teachers and how they relate to colleagues. One is that constructivist teachers are dissenters who operate alone (isolationist hypothesis). The other hypothesis is that constructivists are leaders among their faculties (team-leader hypothesis). This second hypothesis predicts constructivists to be actively engaged in communication with colleagues and that constructivists are people to whom teachers turn to for guidance. This study tested these alternate hypotheses by examining the social networks of a high school biology faculty and a high school mathematics faculty. Communication patterns among teachers were charted and pedagogical style was assessed using the Reformed Teaching Observation Protocol (RTOP).

It was found that constructivist teachers were no more likely to initiate communication with colleagues than were traditional teachers. However, analysis showed that teachers initiated conversation with constructivists more often than with traditional teachers. These findings support the team-leader hypothesis but also imply that constructivist teachers have the opportunity to take a greater leadership role among their faculties.


Paper

 

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Kasabian, Judy

  El Camino Community College

 

ôScience FESTö

 

In its second year, the Science FEST (Future Elementary School Teachers) aims to develop the science content and pedagogy for project participants by connecting their college coursework to the science they will eventually teach.  Working in pairs, future teachers design instructional modules in astronomy and they teach their modules in the elementary or middle school classrooms.  Even in the project's infancy, the project team is amazed how the future teachers grasp how important it is to have a deep understanding of the science they are teaching, how to engage all students to explore science concepts, and to reflect on their teaching and how it can be improved.  The session presenter will share some of the instructional materials developed by the college students and how their experiences in Science FEST have enhanced their pre-professional development.  The project's website can be found at www.science-fest.org.

 

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Kusnick, Judi

  California State University ľ Sacramento

Zoller, Kendall

  California State University ľ Sacramento

Bland, Mary Margaret

  California State University ľ Sacramento

O'Leary, Marion

  California State University ľ Sacramento

Shea, Michael

  California State University ľ Sacramento

 

ôUsing Qualitative Evaluation to Identify Common Elements

of Successful Reformed Coursesö

 

In evaluation of educational projects, many scientists prefer quantitative techniques; they already understand numerical results.  Qualitative evaluation can give insights unavailable through quantitative means.  Our analysis of observational data reveals common elements in our revised courses for pre-service elementary teachers.  Instructors collaboratively specified a set of standards for quality instruction, then designed their instruction to match those standards.  Our analysis shows the instructors converged on a set of common instructional structures and strategies not explicitly specified in the design standards for the courses.  We can now use these strategies as the basis of professional development for other faculty.

 

Presentation

 

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Lawrenz, Frances

  University of Minnesota

Appeldoorn, Karen

  University of Minnesota

 

ôCETP Core Evaluation: Seeing a Glass Half Fullö

 

This presentation will highlight the impact of the CETPs at both K-12 and higher education and demonstrate the implications of this type of evaluation.

 

Presentation

 

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Lopez, Gloria Ann

  Del Mar College

Blount, Kit Price

  Texas A&M University-Corpus Christi

 

ôEngaging Future Teachers: The Promise and Peril of Community

College--Four-Year Institution Teacher Prep Continuumö

 

Program fortification and synergy are derived from integrating three initiatives:

ACCESS-Teacher Prep (ATE-TP) at Del Mar (Community) College, and TxCETP and the Community College Teaching Scholars Program (both Texas A&M System-wide initiatives).  Recruitment and retention of future STEM teachers are addressed through program features such as the use of instructional teams (instructor, mentor teacher, counselor, and peer mentor), service learning, community college--four-year institution liaison with obligations on both campuses, scholarships, and shared leadership.  Success stories and lessons learned will be shared, and contributions from participants invited.
 

Presentation

 

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MacIsaac, Dan

  SUNY Buffalo State College

Henry, David

  SUNY Buffalo State College

Zawicki, Joe

  SUNY Buffalo State College

Beery, Dewayne

  SUNY Buffalo State College

 

ôAlternative Certification for HS Physics Teachers:

Lessons Learned from Our Implementationö

 

We describe experiences with our small and highly-focused SUNY- Buffalo State

College M.S.Ed. (Physics by Alternative Certification) program and enrolled candidates.  We will address the administrative overview, critical insights, student motivations, funding and placement of career-switching students as NYSED transitional "B" HS Physics teaching certificate holders.

 

Presentation

 

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Marder, Michael

  University of Texas ľ Austin

McCray, Richard

  University of Colorado - Boulder

McDermott, Lillian

  University of Washington

Fonda, Stephanie

  University of Colorado ľ Boulder

Messina, Donna

  University of Washington

Padgett, Shannon

  Pearce Middle School

 

"Preparation and In-service Support of K-12 Science Teachers

at Research Universities"

 

We will describe three projects intended to train and support secondary science and mathematics teachers at research universities.  We will discuss the unique benefits and challenges that arise from educating teachers within science and mathematics departments where research has traditionally held the highest priority, and of attracting talented undergraduates into careers in secondary education.  Pre-service and in-service teachers will give personal perspectives on their experiences in our programs.

Presentation

 

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McGarry, Mary Ann

  University of Maine

 

ôUsing NSF Scholars to Provide In-depth Feedback on an Innovative Networking

Model - Cross Tier Teaching Teamsö

 

A vital component of the Maine Math Science Teaching Excellence Collaborative (MMSTEC) at the University of Maine is our 'cross tier teaching teams', (CTTT's), which bring undergraduate prospective teachers, practicing teachers, and faculty together to explore common interests related to improving the quality of math/science teaching, grades 6-16.  Students who receive scholarships from MMSTEC to pursue teaching careers attend CTTT's and write reflective papers on their experiences.  Their probing, insightful, honest, and sometimes critical comments enlighten our planning process and inform us about the next generation of teachers - their needs, goals, and expectations.

 

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Miller, Curtis

  University of Tulsa

Stewart, Mary

  University of Tulsa

Townsend, Joyce

  University of Tulsa

 

ôOperational Approaches to the Observation Processö

 

The Oklahoma Teacher Education Collaborative (O-TEC) evaluation team utilized the Core Evaluation Classroom Observation Protocol (CECOP) developed by the Core CETP at the University of Minnesota and have gained experience which may help guide future evaluation efforts.  A number of challenges and successes experienced in the following areas are examined: 1) inter-rater reliability among observers, 2) identification of qualified participants, 3) collaboration among evaluators and observers, 4) gaining access and cooperation from middle school teachers and principals, and 5) implementation of the CECOP in the field.

 

 Paper

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Mitchell, Monica

  University of Maine

McGarry, Mary Ann

  University of Maine

 

ôContinuing a Climate of Support for STEM K-16 Education at UM by

Creating a One-stop Shopping Resourceö

 

Representatives of the Maine Mathematics and Science Teaching Excellence Collaborative (MMSTEC), decided to network with existing education programs on campus. After sharing our newly crafted set of "best classroom practices", we began endorsing other professionals connected with UM who were contributing to a supportive community for K-16 quality STEM education.  We created a collection of informational pages, to promote all of our work, using a reader-friendly format, featuring images of students, faculty, and teachers, as learners and educators.  Each page quickly informs readers how they can "contribute their talents" to the dynamic activity.  Now, with nearly 50 math and science teacher education initiatives featured, from nearly every department and corner of campus, Orono's MMSTEC team has compiled, for the first time, a comprehensive STEM education packet- a powerful recruitment tool for our campus, stirring enthusiasm across the spectrum.

 

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Ritz, William C. 

  California State University - Long Beach

Henriques, Laura

  California State University - Long Beach

 

ôScience Camp as a Vehicle for the Professional Development of Teachersö

 

This session will share an innovative professional development program that partners preservice teachers with local inservice teachers to develop and teach a summer science camp. Intensive professional development occurs prior to the arrival of elementary aged children. Throughout the camp experience, the preservice and inservice teachers plan, teach, reflect and revise. The teams teach half the day and devote the other half to preparation, reflection and interactive discussion. Students entering grades 4-8 get an inquiry-oriented, engaging science experience. Preservice teachers learn first-hand that they are capable of teaching science well. The experience is eye-opening for preservice teachers and provides a unique leadership/mentoring opportunity for the collaborating inservice teachers.


Paper

 

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Ronau, Robert N.

  University of Louisville

Kemp, Andrew

  University of Louisville

Petrosko, Joe

  University of Louisville

Steffen, Joe

  University of Louisville

 

ôConnecting Advanced Topics to School Classroomsö

 

We will describe successes, challenges, and lessons learned from developing and teaching science and mathematics courses for teachers.  The NSF-funded LA_SMARTER project has produced three mathematics courses and three science courses for high school and middle school teachers: An Introduction to Higher Mathematics, Geometry, Statistics and Probability, Cell Biology, Experimental Botany, and Chemistry.  Each of these graduate-level courses were developed and offered by teams consisting of A&S faculty, teacher educators and classroom teachers.  The goal of each course was to provide appropriate advanced content knowledge connected to classroom content and to develop pedagogical content knowledge and skills.

 

Presentation

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Rudge, David W.

  Western Michigan University

Burke, Mary

  Western Michigan University

 

"Lessons Learned from the E3 STEMPT Grant Project to Improve

Middle School Science Teaching"

 

E3 is an integrated approach to improving the quality of middle school science

teaching being developed at Western Michigan University that is now in its second year. This innovative approach to teacher preparation includes activities aimed at recruiting qualified individuals into the profession, developing a new program of instruction at WMU specific to the needs of middle school science teachers, and offering meetings and workshops that empower inservice teachers during the crucial early years of their careers. In this session we discuss some of the lessons we have learned so far on the project in each of these areas.

 

 Paper

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Santiago-Estrada, Sara

  University of Puerto Rico - RÝo Piedras

Bravo, Milagros

  University of Puerto Rico - RÝo Piedras

 

ôInstitutionalization:  A Process of Cultural Changeö

 

Sustaining reform lead by a multi-institutional project is a complex process.  PR-CETP, a seven-university alliance, is an example of how different universities, with unique cultures, constructed a common ground from their diversity. The presentation will address the experience of the alliance in creating the infrastructure to sustain the achievements, including examples of the initiatives that emerged to maintain an inventory of results, assess their potential for sustainability and create the cultural and institutional policy conditions to sustain the reform. The challenges and results of the process will be shared, including an update of the status of the reform.

 

 Presentation

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 Schroder, Barbara

  City University of New York

Gningue, Serigne

  Lehman College

Digby, Annette

  Lehman College

 

ôThe NYCETP Follow-up Study of Education Program Graduates

- Report on a Work in Progressö

 

This presentation will examine the experience of a three-year evaluation study of a CETP initiative now in its final year.  NYCETP was a collaborative of colleges that worked to reform undergraduate math and science instruction for education majors between 1996 and 2000.  FS-NYCETP has followed a cohort of students in these classes as they student taught and entered their first year in the classroom.  The presentation will have four parts:  a) brief overview of the research design and activities; b) findings to date; c) major questions weĺll be able to address when weĺre done; and d) major unanswered questions we are still grappling with. The audience will be invited to comment on possible ways to address these concerns.

 

 Presentation

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Sessions, Alice

  Austin Community College

 

ôCustom Articulations Promote Seamless Teacher Preparationö

 

The GET SMART grant prepares prospective science and mathematics teachers by providing the first two years of their college education at Austin Community College and then transferring the students to universities to complete their educations and earn teaching certificates.  Articulation agreements are key to this non-traditional pathway to teaching.  However, each university and each department has different course requirements making blanket agreements impossible.  In response, the GET SMART team has developed customized articulations with each participating university in each discipline, which permits seamless transfer of students to their chosen university and discipline.

 

 Paper

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Sheppard, Peter

  Louisiana State University

Cartledge, Frank

  Louisiana State University

Nixon, Brenda

  Louisiana State University

 

ôPreparing Science and Mathematics Teachers for Grades 7-12:

A Community of Scholars at Workö

 

The STEP thru STEM program was developed in response to the critical shortage of qualified STEM teachers.  It involves the recruitment and retention of students entering a unique 4-year undergraduate program that will allow participants to obtain both a bachelorĺs degree in a STEM discipline as well as complete all necessary secondary teacher certification requirements.  In unprecedented collaboration, STEM faculty, education faculty and mentor teachers have worked together in the design, delivery and supervision of coursework and field experiences.  This paper will detail lessons learned during initial implementation stages of this nontraditional teacher education pathway.


Paper

 

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Solomon, Pearl

  St. Thomas Aquinas College

Searson, Robert

  St. Thomas Aquinas College

Iturrino, Gerardo

  Lamont Doherty Earth Observatory (Columbia University)

Chirikjian, Jack

  Georgetown University

Fried, David

  East Ramapo Schools

Silver, Sheldon

  Park Ridge Schools

Schmalz, William

  Park Ridge Schools

 

ôTeacher Staff Development from Several Anglesö

 

The challenge of our nation to maintain its technological and political world

leadership requires an investment in the MST education of its future leaders. The challenge of preparing the diverse populations of students in our schools today for this responsibility requires a cooperative effort.   The connections we will describe attack the problem in several significant ways including: direct instructional programs for elementary and secondary students, professional development of pre-service and in-service teachers, and management of the educational process through student assessment.  The common threads of the programs to be described are federal and state funded initiatives strengthened by local school district support and university-based leadership.  The multi-faceted examples will include programs that provide support for curriculum and assessment development, joint teaching by teachers and scientists, teachers and teacher-educators, and the development of laboratory materials for instruction.  Presenters include college professors and scientists from St. Thomas Aquinas College, Columbia University, and Georgetown University, two school principals, an elementary teacher, and an Assistant Superintendent of Schools.

 
Presentation

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Slakey, Linda

Dean, Commonwealth College

University of Massachusetts

 

"Keynote: Strategies for Institutionalization and Sustainability"

 

Presentation

 

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Sternheim, Morton  M.

  University of Massachusetts

Yuretich, Richard F.

  University of Massachusetts

 

ôHigh-Impact Low-Cost Professional Development for College STEM Facultyö

 

STEMTEC, the 21 college CETP centered in Western Massachusetts, explored several different approaches to helping college STEM faculty to adopt teaching methods that would encourage and nurture future science and math K12 teachers. We developed a highly effective year-long ôFaculty Fellowsö program during our final months. Bi-weekly dinner meetings started with informal conversation focused on a topic such as student-active learning in large lectures. Fellows revised one course taught during their second semester and received a modest stipend after turning in portfolios. The evaluation indicates that this program was at least as effective as more elaborate and costly summer institutes. Subsequently we offered a very productive writing retreat for this group and other STEMTEC K12 and college participants. The retreat was patterned after the model discussed by Elaine Jane Cole of Pacific University elsewhere in this conference.


Presentation

 

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Webber, Gary K.

  University of Kansas

 

ôInstruction that Fits the Learner: Science Content for Under-prepared Teachersö

 

The Kansas Collaborative for Excellence in Teacher Preparation (KCETP) was asked to develop a Physics course for middle-level teachers wishing to improve their content knowledge and inquiry skills.  The teachers stated they wanted:

ĚDeep understanding of physics concepts relevant to their curricula,

ĚModeling of inquiry learning,

ĚA class held at a location and time that fit their schedule, and

ĚGraduate credit in the content area.

KCETP was able to design and deliver a class that met their needs, using a combination of Peer Instruction, Modeling Physics, an electronic student response system, and co-teachers from both Physics and Education backgrounds.  Significant gains in achievement on the Force Concept Inventory and high ratings on the effectiveness of instructional methods from the participants indicated that this format offers considerable advantages for adult learners over a more conventional lecture/lab format.

Paper   Handout

 

 

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