In this 90-minute webinar hosted by the American Association for the Advancement of Science ARISE Initiative, we heard how two Robert Noyce Teacher Scholarship Program projects that engage pre-service teachers in STEM research during their undergraduate studies. First, Dr. Christine Cutucache discusses NoyceSCIENCE at the University of Nebraska at Omaha. Then Dr. Elisa Stone and Arash Jamshidi discuss the CalTeach program at the University of California Berkeley.
In this workshop we dug into data many students and faculty find surprising about the teaching profession. We also shared strategies and resources for communicating the facts about the profession so that students have accurate information about their career prospects. In addition, strategies were shared that include how to talk to students about the profession, a listing of venues for reaching students, and recommendations for sharing the facts at your institution. All materials are professional quality, research-based, and have been extensively user-tested.
This session delves into how to ensure teachers are equipped to enact culturally responsive classroom practices. Presenters will share evidence and best practices around 1) practice-based teacher preparation; 2) fostering and assessing critical science teaching agency; and 3) teacher leadership for promoting a growth mindset to support the development of underserved students. it is hoped that participants will seek to implement these active learning pedagogies in their practice and work as change agents at the forefront of STEM teacher education reform.
Coinciding with both Active Learning Week and Disability Awareness Month, this webinar focuses attention on evidence and best-practices around 1) Universal Design for Learning (UDL), a research-based framework that addresses the wide range of variability found in today’s learners; 2) effective instructional approaches to promote STEM achievement for students with disabilities; and 3) inquiry-based engineering design. It is hoped that participants will seek to implement these active learning pedagogies in their own practice and contribute to the growing, exciting field.
As STEM teacher shortages more often persist in high-need districts, educational equity demands a research-based approach to STEM teacher retention. While there are many factors influencing STEM teachers’ decisions to stay in positions for which they were prepared, this webinar focuses attention on better understanding relevant factors directly in the control of or able to be influenced by teacher preparation programs. STEM teacher workforce retention study results, research design, and policy work will be shared to encourage application of evidence-based methods and inform further exploration.