Recruitment, Preparation, and Retention of Math and Science Teachers:

Year Two of the Noyce Scholars Program at the College of William and Mary

Juanita Jo Matkins1, Paul D. Heideman2, Virginia McLaughlin1, Heather Macdonald3, Marguerite Mason1, Kristi Wagner4

College of William and Mary, School of Education1, Department of Biology2, Department of Geology3, and, and Williamsburg-James City County Schools4, Williamsburg, Virginia

Program Administration1. Management Team (Role: planning and management; weekly

meetings), including:- PI and Co-PI’s (two science faculty [past department chairs], and three School of Education faculty)- Two teachers (one an active public school science coordinator, one a new

PhD student with 16 years secondary science teaching experience) serving as Program Coordinator and Recruiter, respectively.

2. Steering Committee (Role: advising, facilitation, advocacy, some implementation; meetings several times per year), including:- Directors/Coordinators of Science from three local school districts (3 members)- Coordinator of Mathematics from a local school district (1 member) - Additional science education coordinators (two members)- Science and Mathematics Department Chairs and Program Directors from the College of William and Mary (7 members)

1. Eight to ten new Noyce Scholars* each year, beginning in 2009 (Total 40)- Six to eight new graduate students each year (1 year Scholarships)- Two to four new undergraduates each year (2 year Scholarships)

* All from majors in science or mathematics.

Program Description

2. Required coursework and student teaching in the School of Education - An additional, new one-credit course on the neuroscience of learning

4. Summer support for mentored, full-time research and/or teaching activities- Activities in teaching for students with little or no experience in teaching.- Activities in research for students with little or no experience in research.- Summer experiences arranged in consultation with management team members.- Summer experiences include group participation involving discussion and

reflection for all students, with participation in person or electronically.

3. Additional mentored experience in science or mathematics teaching - At least 20 hours in schools, particularly high-needs schools

Participating Scholars1. Noyce Scholars in 2009-10

- Eight graduate students (math, physics, Earth science, chemistry, biology)- Two undergraduate students (biology)

2. Noyce Scholars - 2010-2011- Eight graduate students offered scholarships (math,

biology, chemistry)- Two undergraduate students (Earth science, biology)

3. Summer experiences for Noyce Scholars in 2009- Intern with high school mathematics teachers and

students, - Intern with secondary biology teachers in a program

associated with the W&M HHMI grant

- Two interns with current high school science teachers and students

4. Summer experiences for Noyce Scholars in 2010- Intern working at Shenandoah Valley Discovery Museum

5. Summer experiences for TCT students (a Noyce Scholar recruiting pool)- Six additional undergraduate students in 2009- Sixteen additional undergraduate students in 2010- Activities include: Research with a NASA scientist,

Chicago Botanical Garden, Chesapeake Experience, Science Museum of Virginia, Virginia Aquarium, Virginia Air and Space Center, Virginia Wildlife Center

Biology 455, How Students Learn. A one-credit biology elective by a member of the Management Team. This is a lecture/discussion class on the neuroscience of learning and memory, required for all Noyce Scholars and open to others in the fall semester. Prerequisites include a major in science or mathematics.

New Courses1. Practicum course, Theory and Reality: Practicum in

Science and Math Teaching in High-Needs Schools. A one-credit course requiring 20 clock hours of field work.

Synergistic Programs1. U.S. Department of Education Teachers for a

Competitive Tomorrow Program at the College of William and Mary.- This synergistic grant (PI J. .J. Matkins) shares with the Noyce Scholars Program similar goals and the same Co-PI’s, Management Team, and Steering Committee.- Activities on this grant include revision of the science and mathematics curriculum in the William and Mary School of Education, new courses, and summer experiences for potential science and mathematics teachers in high needs schools, beginning as early as freshman year.

2. Howard Hughes Medical Institute Undergraduate Science Education Program Grant at the College of William and Mary.- A portion of the HHMI grant supports secondary school science teacher update courses and summer experiences in science at the College of William and Mary for high school students from low income and minority groups.- Noyce Scholars are being involved with the teachers and students on this grant, and the PI for this HHMI grant is involved in the Noyce Scholars Program.

ActivitiesSummer Internships. The summer internships are designed to provide experiences that will advance the knowledge, skills, and attitudes of undergraduates about teaching in their content area in high needs schools. Each summer intern has a mentor who guides the summer internship. Each intern is responsible for participating in an ongoing online discussion of experiences and how such experience might relate to teaching science or mathematics. Experienced science teachers moderate the discussion. The culminating activity for the summer internships is a fall symposium presented by the interns.

Virginia Association of Science Teachers. Scholars attend the annual Professional Development Institute of VAST and volunteer at the registration desk, in the exhibit hall, and for various other activities. They attend sessions especially for pre-service teachers, and other concurrent sessions of their choice.

The College of William and Mary (W&M) is in Year Two of a Phase I Noyce Scholars Program to produce 40 new science and mathematics teachers. Issues faced by W&M include recruitment of prospective teachers, effective interactions of faculty in the science and mathematics department with faculty in the School of Education, adequate preparation of transfer students from community colleges, and efficient methods to prepare post-baccalaureate students for teaching. While W&M enrolls excellent science and mathematics students, with 40-50% entering PhD, MD, or similar programs, and another 30% earning at least a master’s degree, few of these strong students in STEM disciplines have chosen to pursue high school teaching careers. Faculty in the science and mathematics departments are focused intensively on undergraduate teaching and research, most with little or no connections to the School of Education. Too few of these faculty understand and promote careers in high school STEM teaching to their advisees. Our Noyce Program is addressing these issues by: (a) creating and deepening new collaborations among STEM departments and the School of Education; (b) developing more aggressive recruiting to attract strong and diverse students, including students from community colleges, who have not been considering a teaching career; (c) providing Noyce stipends to cover tuition and fees; (d) expanding the current four-year or five-year programs with a third pathway, a new 12-month sequence for undergraduates to earn a masters degree; (e) creating special course offerings in science and mathematics related to teaching and learning as well as offering summer internship opportunities for research, curriculum and professional development for Noyce scholars; (f) developing extensive follow-up mentoring and support for graduates, and (g) implementing a comprehensive evaluation schedule for our program. The project faculty in science, mathematics, and science and math education are active scholars in their fields, and will use that experience to assist in developing summer internship projects for Noyce Scholars. The project includes pedagogical research in STEM teaching as a mechanism to develop critical thinking about pedagogy in Noyce Scholars.

Abstract

Challenges

3. Recruitment- In 2010, 13 applications, funded 10 with one alternate. Plan: Continue using the steering committee and other avenues to alter the view of careers in secondary science and math education.

4. Web presence- Website developed in 2009-2010. Plan: Continue to

update and refine, also add Web 2.0 options such as Facebook, Twitter, etc.

1. Student experiences in high need schools- Practicum course on science and math in high need schools provides context, need to work on more authentic experiences, and possibly go to more schools (rural/middle school). Plan: Include dialogues with high school students and look for additional sites.

2. Support for employment in the teaching profession.- May 2010 first eight graduates. Plan: Work with William & Mary Office of Career Services, education faculty, and other avenues to prepare resumes, practice interviews, and distribute information on job fairs and available positions. Include support in Student Teaching Seminar.

5. Getting things done on schedule and well- Three things appear to be critical: (a) Having on the management team both an active high school science coordinator and a recruiter with experience, passion and charisma for secondary school science or mathematics teaching, (b) broad experience ranging from deep familiarity with people and administration of regional schools, and (c) maintenance of a shared vision, ability to work well together, and ability to voluntarily divide up tasks.

AcknowledgmentsFunding from NSF Noyce # 0833330 and The College of William and Mary.