NSF Noyce Teaching Scholar National Workshop Quality Education for Minorities Albuquerque, New Mexico December

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Dwayne Gibbs
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1 NSF Noyce Teaching Scholar National Workshop Quality Education for Minorities Albuquerque, New Mexico December Vinetta C. Jones, Ph.D. Professor, School of Education Howard University University

2 RECRUITMENT RETENTION SOME CHALLENGES University

3 Broaden knowledge of possibilities for careers in education at the local, state and national levels. Connect teaching to giving back to communities which have produced them ---building on the strengths of the communities. M/S STEM majors provide paid summer and academic year experiences to engage in assisting in teaching K-12 students as in tutoring, leading study groups, assisting in Saturday Academies, Summer Scholar Programs, Science Fairs, Math Olympiads,, etc. Provide early and on-going opportunities to assist in teaching younger students. University

4 Recruitment University

5 Higher pay for M/S teachers in high need schools Partnering with community colleges Transition to 4 year teacher education program for m/s majors 4 yr community college prep of m/s teachers on the horizon Masses of minorities in higher education located in community colleges More resources being invested in community colleges University

6 Diversifying participation in scientific careers is also a pressing national concern. In 2000, Whites made up 75% of all life and physical scientists, Asians made up 16%, and Hispanics and African Americans each made up only 3% (National Science Foundation, 2004). Despite increasing enrollment in science and engineering majors, African Americans, Hispanics, and American Indians/Alaska Natives (underrepresented minorities) have lower graduation rates in those majors compared to Whites and Asians, (U.S. Department of Education University & National Center for Education Statistics, 2000).

7 Only 2.5% of underrepresented minority 24-year-olds had earned a bachelor s degree in the natural sciences in 2000, compared with 6% of Whites (National Science Board, 2004). As the U.S. population shifts toward an increasingly multiracial society, the racial/ethnic gap in science degree completion predicts a severe shortage of diverse scientific workers (National Academy of Sciences,2005) University

8 Stipends and other resources to prepare for National Board Certification Salary supplement when National Board Certification is awarded Work toward creating a system of reciprocity for teaching certificates across state lines University

9 Despite a lack of comprehensive quantitative studies addressing the role of undergraduate research in retention and performance in the sciences, there are a number of qualitative studies on science undergraduate research programs at liberal arts colleges showing specific benefits of undergraduate research University

10 Studies suggest that participation in undergraduate research can provide students, particularly underrepresented racial/ethnic minority students, with regular faculty contact, relationships fostering collaborative academic activities, and a positive peer advising culture. University

11 In general, underrepresented minorities appear to be more sensitive to non-cognitive factors associated with retention, including increased academic confidence, faculty contact, positive Importance of Undergraduate Research 87 faculty-student relationships, involvement in campus activities, and access to role models or advanced peers (Braddock II, 1981; Fischer, 2007; Grandy, 1998; Tracey & Sedlacek, 1984, 1987), which are often components of the undergraduate research experience (Bauer & Bennett, 2003; Hunter et al., 2007; Seymour et al., 2004). University

12 Improve and increase professional Development. Develop stronger induction and mentoring programs Mentoring teachers during their early career induction has the potential to pay long term benefits in respect of improved teacher effectiveness and retention. University

13 Develop Alliance seminars with University STEM content area faculty and M/S K-12 teachers to present/share their research/action research. Provide stipends for K-12 m/s teachers to participate in summer professional development institutes, as well as to participate in the summer student and teacher activities offered by pre-college m/s programs (e.g. SECME, MESA, GEAR UP, LEAP) role models, mentors. University

14 According to the AEU report, teachers primary concerns seem to be: workload, pay, managing disruptive students and class sizes. Thus, working conditions seem to play a substantial role in teachers decision-making around staying in or leaving the profession. University

15 Many beginning teachers are assigned their first teaching positions in difficult circumstances, Some far from friends and family, With the same teaching load as their experienced colleagues. University

16 Induction -- Pair beginning teachers with College faculty to conduct Action Research which focuses on solutions for problem areas which beginning teachers identify. University

17 Ineffective or nonexistent recruitment efforts. Challenging Education work environments Lack of respect University

18 Tensions between Arts and Sciences and Schools/departments of Education regarding competition for STEM students Demonstrate with research and data that increasing STEM majors becoming teachers is a win-win for both Arts and Sciences schools and Schools of Education as well as the 3 rd leg of the partnership, high need school districts. To neglect increasing the number of STEM majors, especially from MSI s is like eating the seed corn Minority m/s teachers serve as role models and act as a stimulus for K-12 students from underrepresented groups to enter and persist in STEM field University

19 Isolation of math and science teachers Develop electronic networks Limited placement of minority m/s teachers in honors, AP and higher level m/s courses. Explore this concern with school district partners University

Completing the Puzzle for Student Success at UHD and SJCN

Completing the Puzzle for Student Success at UHD and SJCN Funded by: NSF STEP Grant No. DUE-0336612 Spears, Larry*; Uzman, Akif*; Estrera, Vicky*; Janes, Sarah # ; Garcia, Rene* *University of Houston-Downtown