ABSTRACTS
Abd-El-Khalick, Fouad
University of Illinois - Urbana-Champaign
“Alternative Pathways to Teaching:
Quality Teachers versus Warm Bodies in Classrooms”
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 RECRUIT’s 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.
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Abell, Sandra
University of Missouri – 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
“Recruiting Future Science and Mathematics Teachers in Alternative
Certification Programs: Strategies Tried and Lessons Learned”
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.
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Allman, Elizabeth S.
University of Southern Maine
“Lessons from Four Years in a Joint Position in
Mathematics and Mathematics Education”
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.
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Andrews, David M.
California State University – Fresno
Oliver, Michael
FCEPT Evaluator
Vesenka, James
University of New England
“Implications of Modeling Method Training on Physics Teacher Development
in California’s Central Valley”
FCEPT is aimed at recruiting and training outstanding math and science teachers for K-12 teaching positions in California’s Central Valley. This multifaceted collaborative has held a summer physics modeling workshop for the past four years, similar to Arizona State University’s 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.
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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
“The Amoeba of Simultaneous Renewal and the Residue it Leaves Behind”
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.
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Berger, Joseph B.
University of Massachusetts
“Defeating the Many-Headed Monster: Strategies for Effective
Comprehensive Program Evaluation”
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.
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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 Standards”
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.
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Blake, Sally
University of Texas – El Paso
Tchoshanov, Mourat
University of Texas – El Paso
Pacheco, Arturo
University of Texas – El Paso
Brady, Tom
University of Texas – El Paso
Heureca, Karla
University of Texas - El Paso
Borunda, Antonio
Bowie High School
“Practitioner/Researcher Teams: Reality Action Research in the Classroom”
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 practitioners’ ability to deal with the complex nature of teaching mathematics and science.
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Blount, Katherine Price
Texas A&M University-Corpus Christi
Minnick, Kirk
Minnick and Associates
“Program Ownership Inspires Self-Reflection”
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.
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Blount, Katherine Price
Texas A&M University-Corpus Christi
Scott, Timothy P.
Texas A&M University-College Station
“Math and Science Scholars (MASS) at Texas A&M University”
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.
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Bravo, Milagros
University of Puerto Rico - Río Piedras
“PRCETP Evaluation in the Context of Controversies in the Field”
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.
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Case, Steven
University of Kansas
“Pathfinder Science L.L.C.”
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.
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Clettenberg, Stacey
OTEC
Johnson, Dale
Tarleton State University
“Evaluation Experiences of OTEC”
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.
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Cole, Elaine Jane
Pacific University
“WRITE ON! Empowering Writing Retreats for
Science and Mathematics Faculty”
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.
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Donovan, John E. II
University of Maine – Orono
“Experiences and Outcomes of a CETP Funded Joint Appointment
in Mathematics and Education”
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 “build a bridge between colleges of Arts and Sciences and Colleges of Education.” 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.
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Eason, Grace
University of Maine – Farmington
“Profile of a Dual Appointment in Science and Science Education”
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. “Admittedly, 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 feud” (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.
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Farley, Reuben
Virginia Commonwealth University
Howard, Robert
University of Tulsa
Walker, Dan
San Jose State University
“Success Stories: A Long Term Perspective”
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
“Beyond CETP: Virginia Commonwealth University's Continuing Programs”
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 Master’s 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
“Summer/Fall and MINT:
A Modular Approach to Non-traditional Pathways to Teaching”
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.
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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
“Different Strokes for Different Folks: Supporting New Teachers Using
Multiple Approaches”
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.
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Forbes, Cory T.
University of Kansas
“Peer Mentoring: Shared Experiences Help New Teachers Succeed”
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 “trust-building” 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.
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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
“Crossing Boundaries: Sustaining a Two-Year Four-Year Collaboration and a
Pathway to Science Teaching”
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 project’s development and the sustained linkages between two-year and four-year colleges and science institutions.
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Gerrish, Amanda
University of Maine
Ballard, Keri
University of Maine
“Sustaining Support for Prospective Teachers”
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
“Inquiry Based Curriculum for Middle School Teacher Preparation”
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 master’s 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.
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Johnson, Dale
Tarleton State University
Howard, Robert
University of Tulsa
“O-TEC Summer Math/Science Teaching Academy”
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.
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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
“How Do We Know CETP Makes a Difference?”
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.
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Jorgensen, Colleen
Red Rocks Community College
“Mission Possible: Educating the Paraeducators”
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.
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Judson, Eugene
Arizona State University
Lawson, Anton E.
Arizona State University
“Are Constructivist Teachers Isolationists or Team Leaders?
A Social Network Analysis”
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.
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Kasabian, Judy
El Camino Community College
“Science FEST”
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 – Sacramento
Zoller, Kendall
California State University – Sacramento
Bland, Mary Margaret
California State University – Sacramento
O'Leary, Marion
California State University – Sacramento
Shea, Michael
California State University – Sacramento
“Using Qualitative Evaluation to Identify Common Elements
of Successful Reformed Courses”
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.
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Lawrenz, Frances
University of Minnesota
Appeldoorn, Karen
University of Minnesota
“CETP Core Evaluation: Seeing a Glass Half Full”
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.
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Lopez, Gloria Ann
Del Mar College
Blount, Kit Price
Texas A&M University-Corpus Christi
“Engaging Future Teachers: The Promise and Peril of Community
College--Four-Year Institution Teacher Prep Continuum”
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.
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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
“Alternative Certification for HS Physics Teachers:
Lessons Learned from Our Implementation”
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.
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Marder, Michael
University of Texas – Austin
McCray, Richard
University of Colorado - Boulder
McDermott, Lillian
University of Washington
Fonda, Stephanie
University of Colorado – 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
“Using NSF Scholars to Provide In-depth Feedback on an Innovative Networking
Model - Cross Tier Teaching Teams”
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
“Operational Approaches to the Observation
Process”
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.
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Mitchell,
Monica University of
Maine McGarry, Mary
Ann University of
Maine
“Continuing a Climate of Support for STEM K-16
Education at UM by
Creating a One-stop Shopping Resource”
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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ÌÉ Ritz,
William
C. California
State
University - Long Beach Henriques,
Laura
California
State
University - Long Beach
“Science Camp as a Vehicle for the Professional
Development of Teachers”
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.
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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
“Connecting Advanced Topics to School
Classrooms”
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.
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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.
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Santiago-Estrada,
Sara University of
Puerto Rico
- Río Piedras Bravo, Milagros
University of
Puerto Rico
- Río Piedras
“Institutionalization: A Process of Cultural
Change”
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.
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Schroder,
Barbara
City
University of New York Gningue, Serigne Lehman
College Digby,
Annette
Lehman
College
“The NYCETP Follow-up Study of Education
Program Graduates
- Report on a Work in Progress”
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 we’ll be
able to address when we’re 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.
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Sessions, Alice Austin
Community College
“Custom Articulations Promote Seamless Teacher
Preparation”
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.
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Sheppard,
Peter Louisiana
State
University Cartledge,
Frank Louisiana
State
University Nixon,
Brenda
Louisiana
State
University
“Preparing Science and Mathematics Teachers for
Grades 7-12:
A Community of Scholars at Work”
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 bachelor’s 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.
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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
“Teacher Staff Development from Several Angles”
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.
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Slakey, Linda Dean, Commonwealth College University of
Massachusetts
"Keynote: Strategies for Institutionalization and Sustainability"
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Sternheim,
Morton
M. University of
Massachusetts Yuretich,
Richard
F. University of
Massachusetts
“High-Impact Low-Cost Professional Development
for College STEM Faculty”
STEMTEC, the 21 college CETP centered in
Western Massachusetts,
explored several differen