July 2015 – Vol. 27 No. 11

Western Regional Noyce Conference Bring Together Future Math & Science Teachers

Posted: Monday, December 3rd, 2012

by Laura Henriques

The National Science Foundation provides Robert Noyce Scholarship Grants to numerous universities and colleges to support STEM majors who commit to teach in high need schools. The Noyce Scholarship program is highly competitive. Applicants must have a degree in a STEM field, a high GPA, and demonstrated desire to work with at risk/high need students. Prospective teachers who are selected to be Noyce Scholars get financial and programmatic support as they complete their bachelor’s degree and credential. In return for the financial support they must teach one year for each semester of funding. California has had 62 Noyce programs at 35 different campuses, each of which supports 20-40 students over the life of the grant. Preliminary data suggests that the Noyce Scholars remain as teachers in high need schools long after they have worked off their commitment. What a wonderful investment this is for our state! 

For the past several years, the campuses in the western US have come together for a Western Regional Noyce Conference. In 2008 and 2009 the conference was led by Noyce Leaders at Cal Poly Pomona and CSU San Bernardino. The 2010 conference was hosted by CSU Fresno, and the 2011 conference was hosted by CSU Long Beach. This year Nyoce Scholars went to Tucson, AZ, where the University of Arizona put together another great event. More than 220 participants spent a weekend attending keynote sessions, workshops and networking opportunities. The planning team of Ingrid Novodvorsky, Debra Tomanek and Becky Perez pulled together sessions that addressed topics pertinent to prospect and novice teachers. There were workshops associated with using inquiry in the classroom (for both math and science teachers), lessons about integrating STEM topics, mentoring of new teachers, advice on how to use technology in the classroom, grant writing for the classroom, and ideas about connecting with your students to make learning meaningful and relevant. Most sessions have presentations and handouts posted online. Keynote sessions were similar to Focus Speaker sessions at our CSTA conference and they motivated the teachers in the audience and addressed current issues in the field.

As someone who prepares future teachers, it was exciting to see so many passionate educators starting out on their career path. It bodes well for our profession to see some of our brightest college students deciding to teach and to teach in the schools that need them the most. The meeting space was buzzing with teaching ideas, suggestions on ways to collaborate and thoughts about how to incorporate newly learned information. We look forward to having the California Noyce Scholars become active members of CSTA, and teacher leaders in our state.

Written by Laura Henriques

Laura Henriques

Laura Henriques is a professor of science education at CSU Long Beach and past-president of CSTA.

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S.F. Bay Area Science Events for July 2015

Posted: Tuesday, July 7th, 2015

by Minda Berbeco

Free Entry Days at:

Bay Area Discovery Museum, First Wednesday of the month
UC Botanical Gardens, First Wednesday and Thursday of the month
Oakland Museum of California, First Sunday of the month
CuriOdyssey, July 8th

Super-cool Science Parties and Lectures:

Nerd Nite East Bay, Last Monday of the month
Nerd Nite San Francisco, Third Wednesday of the month
Night Life, Thursdays, 6-10 pm, at the California Academy of Sciences
After Dark, First Thursday of the month, 6-10 pm, at the Exploratorium
Café Inquiry, Firth Thursday of the month, 6pm, at Café Borrone, Menlo Park

Learn More…

Written by Minda Berbeco

Minda Berbeco

Minda Berbeco is the Programs and Policy Director at the National Center for Science Education and is CSTA’s Region 2 Director.

Better Together – California Teachers to Convene Across the State on July 31st

Posted: Tuesday, July 7th, 2015

by Mei Louie

Across the state, California teachers are driving innovation in the classroom and shaping our students’ futures. To support their critical work, a coalition of California colleges and universities is inviting teachers to unite on Friday, July 31, 2015 to build powerful networks, share successful classroom practices and access effective resources to implement state standards.

Thirty-three California campuses are opening their spaces and inviting an estimate of 20,000 teachers to participate in a one-day event. Teachers will have a unique opportunity to hear about proven best practices from nationally renowned speakers, fellow teachers, and leaders in education. The free convening will be led by teachers, for teachers, and will help towards building a powerful lasting network of peers. This is a chance for teachers to come together to collaborate in hope of creating a better future for California students. Teachers will walk away with concrete tools to immediately use in their classrooms to implement the California Standards including the Common Core. Learn More…

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.

The Practice of Teaching Science

Posted: Tuesday, July 7th, 2015

by Lisa Hegdahl

About 10 years ago, at an after school meeting, our presenter posed the question, “Why did you become a science teacher?” Each of my colleagues gave answers such as, “I wanted to affect the future”, “I loved working with children”, and “I wanted to stay young”. As it came closer for my turn to share, I was in a panic. The truth was, I became a science teacher as a way to get out of a dead end job that had long hours and paid next to nothing.

I have often thought about that day and about the noble motives for entering our profession expressed by my colleagues. Perhaps only those of us who truly have some kind of selfless calling should endeavor to be science teachers.   My reflections led me, however, to the conclusion that it is not important how people answer the question, “Why did you become a science teacher?” but how they answer the question, “Why do you continue teaching science?” I continue teaching science because I love it. Learn More…

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Written by Lisa Hegdahl

Lisa Hegdahl

Lisa Hegdahl is an 8th grade science teacher at McCaffrey Middle School in Galt, CA and is President for CSTA.

Making the Leap from the Classroom to TOSA

Posted: Tuesday, July 7th, 2015

by Kirsten Franklin

After 25 years as an elementary teacher, I decided to take the leap two years ago to become a TOSA (teacher on special assignment) to support K-12 teachers in my district in science and the common core state standards.  There is no specific handbook for doing this, but luckily, there have been great local and state resources to help. I have relied mainly on the trainings and guidance received from BaySci, a San Francisco Bay Area Science Consortium headed up by the Lawrence Hall of Science that my district has been part of since 2008. Membership in CSTA and NSTA, Twitter, reading the NRC Science Framework and the NGSS performance expectations over and over have also helped me to build understanding and confidence in the content and pedagogical shifts. Wrapping one’s head around the NGSS definitely takes time and multiple exposures! Learn More…

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.

What Does It Take to Get Kids Outdoors?

Posted: Tuesday, July 7th, 2015

by Lori Merritt

Our environment faces many challenges. Human behavior has greatly contributed to these negative changes. Children will be inheriting a world with many environmental problems and need to be prepared to face them. In order for children to care about the environment and have positive environmental behavior they first need to have experiences outside in natural environments (Chawla & Cushing, 2007; Handler & Ebstein, 2010). Unfortunately, children are spending less time in nature, making them less connected to their natural environment. In Louv’s Last Child in the Woods, nature-deficit disorder is described as “the human costs of alienation from nature, among them: diminished use of the senses, attention difficulties, and higher rates of physical and emotional illnesses” (p.36). In order for our students to be healthy, and environmentally proactive members of society we need to lead them outdoors. Learn More…

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.