ÐÏࡱá>þÿ 9;þÿÿÿ8ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿì¥Á‘a ð¿ŒjbjbA]A] $$+?+?Œÿÿÿÿÿÿˆ.......˜ü ü ü ü  ˜;20 0 0 0 0 0 0 0 ²´´´´´´,mR¿à.0 0 0 0 0 àP ..0 0 õP P P 0 .0 .0 ²P B4v"....0 ²P P r–T..–$ Èî$Æü F ê– 0;øžÙP Ù–P .˜˜dü ˜˜ü º£½ÇÊÓÆµ STEM Symposium Science, Technology, Engineering & Mathematics April 22, 2009 Proposals for Recruiting and Retaining STEM majors into Teaching/Alternative Pathways into STEM Teaching Facilitator: Heidi Hanson UMCP’s Steve Koziol Tutoring and early opportunities for service in undergraduate track Now building graduate tracks – 14-15 month program for those with subject degree who want to move into teaching “Resident teachers” in Montgomery and PG county schools. Growth is small but measurable going from 3 to 4 to 15 to 20 completing program. Teaching identified as 2nd or 3rd career option for science or math students. Create a 5 year integrated Master certificate program. Tap into experience and expertise at NIH – a one year program. Euclid assistantships for undergraduate juniors and seniors. Assist in lower division undergraduate classes for a semester or for a year to develop the excitement of teacher UMBC, Mary Susan and Ann NSF grant in Baltimore County. Worked with 4 elementary schools, 3 middle schools and one high school over 4 years. 50 new STEM teachers completed program with a job at the end of the training. Prepared to teach in elementary, middle or high school. “Promising practices rather than best practices. A 3 year commitment after graduation How to keep it going after end of grant. How can we stir energy for STEM education on campus. They have a STEM Council of the Deans Working with elementary and middle school teachers. Early childhood and Interdisciplinary studies major. New degree with Chemical education and new degree in Physics education in four years Accelerated program for late deciders. How to get undergrads to think of teaching. We have discussion section in Biology class Wonderful scholarship programs primarily supporting elementary and middle school teachers, but also secondary teachers (Sherman Scholarship, Noyes Scholarships) Has seen energy grow over last 5 years Interns – making them into teacher leaders to meet the challenge of losing teachers by the 5 year mark. Class “ Engineering is elementary” for showing teaching of engineering at the elementary school level. Question and Answer: How to generate interest in science for elementary students? Start with the natural world. Test the water in the nearby stream. Examine the dandelion. Are university values aligned with k-12 values. Much k-12 teaching was traditionally done by women. Now women in university Ann- Ph.D in aerospace engineering and visiting professor can to UMBC as a lecturer in mechanical engineering then got NSF grant. Now on tenure track and doing research in engineering education. She is seeing many women scientists and engineers. Observation: Recruiting teachers into STEM versus recruiting STEM majors into teaching, what about this? Steve – partnership with Montgomery county and PG county to recruit teachers into Masters degree programs that include math content and pedagogy. Now starting the same thing with science. Also have advanced programs in STEM areas working with Baltimore County school districts Bioengineering – students who are interested in teaching, where do they fit when they are trained across disciplines? 18 hours? Core courses focused on teaching leadership – assessment, research methods, pedagogy Special funding comes and creates “point of light” then funding ends and light goes out. Can the programs be sustainable? UMCP – paid internship model with county schools, conversion of teacher position into 2 inter slots, 30 to 40 paid internships (not all are STEM), opportunity for internship enhances recruitment Teach for American has phenomenal recruitment and marketing Building capacity is struggle. AT UMBC we have button at top of page “become a teacher at UMBC” Downturn in economy brings more candidates to teaching profession. Need to shape public policy to reward teachers with better salaries Also tap into digital native generation’s interest in social action – green projects etc. Keep the passion as well as the content for students in elementary science classes Having strong teachers in elementary classroom will encourage and cultivate this passion – and encourage student questions Social coherence and relational trust skill are also important aspect needed by teachers – in addition to content - to help teacher retention Forming and academy – a learning community Don’t forget the T in STEM, keep a focus on application of math and science -klÕZ\acŒóçÛ×Ï×Ç×Ç×h"ëhßZRH*hßZRhßZR5�hßZRhi(hßZR5�CJaJ(hi(hßZR5�CJaJ8hi(hßZR5�CJaJ$ -\klÕïðH¸B ´ µ Î  ¢ ` ˆ à ¨ wôìììêêêêêâââââÝÝÌÌÌÌÌÌÌ & F Æ8h„h^„hgdßZRgdßZR & FgdßZR$a$gdßZR $dàa$gdßZRŒþwx�Ž%¡—˜¾¿��ïðjk.úúúãããÚÇÚÇÚ°Ú°Ú°Ú°Ú° & F Æ  hÞ€„h„>þ^„h`„>þgdßZR & F Æ  hÞ€„h^„hgdßZR ÆÞ€gdßZR & F Æ  hÞ€„h„òþ^„h`„òþgdßZRgdßZR./kl‹ŒÍÎVW±²�‚=>Š‹ŒößößößößößößößößößößößÒÒ 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