2015 Conference Archive (Archived)
Session Format
Poster Session (60 minutes)
Copyright
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Location
Holiday Inn
Second Time and Location
Friday, March 6 from 11:35-12:00 p.m. at the Nessmith-Lane Conference Center
Abstract for the conference program
The Robert Noyce Teacher Scholarship Program (CRAFT-STEM) at Columbus State University offers academic and financial support for students pursuing secondary teaching certificates in STEM fields. In return, students commit to teaching in high-need K-12 school districts in Georgia. Here we provide preliminary results regarding influences on students’ reasoning as they select teaching as a career, STEM as a content focus, and high-needs schools as future employment. With the support of a literature review, we plan to offer a preliminary qualitative analysis of case studies representing three Noyce scholarship recipients with a range of experiences: (1) a former scholarship recipient who has graduated and is currently teaching, (2) a second-year recipient who is currently pursuing their certificate, and (3) a recipient who subsequently decided not to pursue a secondary teaching certificate. Our goal is to offer insight to University STEM Professors on strengthening recruitment and retention in their areas of interest.
Proposal Track
Research Project
Start Date
3-5-2015 7:00 PM
End Date
3-5-2015 9:00 PM
Recommended Citation
Mathis, Leigh A.; Ticknor, Cindy; Gober, Deborah; Howard, Timothy; and Shaw, Kimberly, "Investigating the Influence of the CSU Robert Noyce Teacher Scholarship Program on College Students' Teaching Plans" (2015). Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived). 48.
https://digitalcommons.georgiasouthern.edu/stem/2015/2015/48
Archived Content
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Investigating the Influence of the CSU Robert Noyce Teacher Scholarship Program on College Students' Teaching Plans
Holiday Inn
The Robert Noyce Teacher Scholarship Program (CRAFT-STEM) at Columbus State University offers academic and financial support for students pursuing secondary teaching certificates in STEM fields. In return, students commit to teaching in high-need K-12 school districts in Georgia. Here we provide preliminary results regarding influences on students’ reasoning as they select teaching as a career, STEM as a content focus, and high-needs schools as future employment. With the support of a literature review, we plan to offer a preliminary qualitative analysis of case studies representing three Noyce scholarship recipients with a range of experiences: (1) a former scholarship recipient who has graduated and is currently teaching, (2) a second-year recipient who is currently pursuing their certificate, and (3) a recipient who subsequently decided not to pursue a secondary teaching certificate. Our goal is to offer insight to University STEM Professors on strengthening recruitment and retention in their areas of interest.
