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2019 Western Regional

Noyce Conference

The University of Arizona

Student Union Memorial Center February 15-17, 2019

Tucson, Arizona

Western Region Noyce Alliance

National Science Foundation Award 1745263

smep.math.arizona.edu/content/2019-western-region-noyce-conference

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2019 Western Regional Noyce Conference

Program

FRIDAY 15 February 2019 4:00 - 5:00 Registration

UA Student Union North Ballroom, 3rd Level

5:00-6:00

Noyce Leadership Kathleen Bergin, National Science Foundation Lawrence Horvath, San Francisco State University

Rincon/Santa Rita

5:00-6:30

Integrated Mathematics and Science Exploration Stephanie Salomone, University of Portland Julia Aguirre, University of Washington, Tacoma Ksenija Simic-Muller, Pacific Lutheran University

Catalina/Tucson

6:30-7:30

Dinner Buffet AAAS Noyce “Voices in the Field” Video Showcase Welcome – Opening Remarks WRNC-AZ Organizing Committee Cynthia Anhalt, University of Arizona Larry Horvath, San Francisco State University Donna Ross, San Diego State University Stephanie Salomone, University of Portland

North Ballroom

Western Regional Noyce Alliance

National Science Foundation Award 1745263

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SATURDAY February 16, 2019

8:00 - 8:45

Breakfast Welcome – Opening Remarks Cynthia Anhalt, University of Arizona Elliott Cheu, Associate Dean, College of Science Doug Ulmer, Head, Department of Mathematics

North Ballroom

8:45 - 9:45

Keynote Speaker Julia Aguirre University of Washington, Tacoma

Teaching STEM strong: Deepening our Commitment to Youth and Communities through

Anti-racist Pedagogies

North Ballroom

9:45-10:00 Break

10:00-11:00 Parallel Sessions I pp. 5-6

11:00-11:15 Break

11:15-12:15 Parallel Sessions II pp. 7-8

12:30-1:00 Lunch Buffet AAAS Noyce “Voices in the Field” Video Showcase Survey for Noyce Scholars and Fellows

North Ballroom

1:00-2:00

Keynote Speaker Kyndall Brown University of California Los Angeles

Teaching Mathematics for Equity and Social Justice

North Ballroom

2:15-3:15 Parallel Sessions III pp. 9-10

3:15-3:30 Break

3:30-4:45

“Voices from the Field” Teacher Panel Moderator, Donna Ross, San Diego State University

North Ballroom

Dinner on your own

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SUNDAY 17 February 2019

8:00 - 8:45

Breakfast AAAS Noyce “Voices in the Field” Video Showcase “Lightning Rounds” Noyce Projects showcase opportunities for Noyce Scholars and Fellows Lawrence Horvath, San Francisco State University WRNA Announcements

North Ballroom

8:45 - 9:45

Keynote Speaker, Shelly Valdez, Native Pathways

Let's Talk Story: Changing the Narrative of STEM within K-12 Education; Embracing Worldviews

North Ballroom

9:45-10:00 Break

10:00 – 11:00 Parallel Sessions IV pp.11-12

11:00-11:15 Break

11:15-12:15 Parallel Sessions V pp. 13-14

12:15-1:00

Lunch AAAS Noyce “Voices in the Field” Video Showcase Round Table Discussions Seating by role in Noyce Program: Noyce Scholars/Fellows, PIs, Co-PIs, Evaluation, Coordination – Discussion topics provided at each table

North Ballroom

1:00 - 1:45

Evaluation - Raffle Prizes, Sanlyn Buxner, University of Arizona WRNC 2020, Portland, Stephanie Salomone, University of Portland WRNC 2021, San Diego, Donna Ross, San Diego State University Western Region Noyce Alliance, Larry Horvath, San Francisco State University Closing Remarks, Cynthia Anhalt, University of Arizona

North Ballroom

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Parallel Sessions I, Saturday 10:00-11:00, Sessions 1-10

1 Santa Cruz

Learning the Foundational Language of Mathematics

Students learning English as an additional language encounter barriers in acquiring the language of mathematics. The goals of this presentation are to inform participants about ways in which ELL students are under-served in mathematics classes and to share activities that will support students to overcome language barriers. Participants will engage in games that develop understanding of middle school level mathematical grammar and syntax as well as breaking down the rules of mathematical language.

Hadeel Abdel-Ghany, Colorado State University

2 Tucson

Using Warm-Up Routines to Promote Equity-Oriented and Anti-Racist Dispositions

Participants will engage with currently popular warm-up routines such as three-act-tasks and "I notice, I wonder," but with contexts that address issues of power and oppression. Participants will learn strategies for creating similar activities to suit the needs of their classrooms, and will consider the benefits of frequently implementing shorter, less polished activities based on current data, rather than waiting for the “perfect” lesson to discuss these issues.

Ksenija Simic-Muller, Pacific Lutheran University

3 Pima

NGSS 3-Course Model

The Next Generation Science Standards (NGSS) require students to develop and use models to explain phenomena, describe system interactions, and make predictions. Participants in this hands-on workshop will gain experience using a variety of collaborative cloud-based interactive tools to engage their students in the development and use of scientific models to meet NGSS performance expectations. Please bring a lap-top, tablet, or smart phone to participate in the Computer Supported Collaborative Science (CSCS) learning activities.

Norman Herr, California State University, Northridge

4 Catalina

Authentic Student Learning in an Experiential Classroom

Participants will learn how an experiential classroom can combine mathematical modeling to interpret hands-on activities as part of introducing scientific concepts. Participants will carry out simple measurements to collect data that will be interpreted by mathematical models to introduce concepts of excited electrons in atoms and angular rotation in physics. Participants will gain an appreciation of how an activity can be used to introduce scientific concepts without first approaching students with theoretical anecdotes.

Rene Corrales, University of Arizona South

5 Sabino

Coding for Science and Mathematics

Everyone should learn the basics of coding - but why not use coding to learn as well! This session looks at different options for having students do coding from netlogo, python to scratch and minecraft. Teachers will learn to use Scratch (scratch.mit.edu) and participate in a Scratch coding activity. Different tools and activity ideas will be discussed, and useful resources will be shared.

Brian Foley, California State University Northridge

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Parallel Sessions I, Saturday 10:00-11:00, Sessions 1-10

6 San Pedro

TAMIU Noyce Scholarship Program: Features and Successes

Texas A&M International University (TAMIU) Noyce Program is a multi-faceted program designed to provide students with intensive mentoring along with enriched mathematics content and pedagogy that prepares them to serve high-needs student populations in South Texas region. This presentation will highlight the extent of the characteristics, features, together with the successes of this undertaking in achieving the goals.

Puneet Gill, Ervey Gomez, Vianney Vasquez, Texas A&M International University

7 Santa Rita

Culturally Responsive Teaching: A Component of a Secondary STEM Teacher Preparation Program

The integration of Culturally Responsive Teaching (CRT) in teacher preparation instruction and in teacher pedagogy development for the classroom is important for inclusion of all students in the learning process. Activities and course instructional resources utilized in both cases for a STEM Teacher Education Program will be discussed and specific examples of implementation will be shared.

Donna Stokes, Leah McAlister-Shields, Paige Evans, Mariam Manuel, Jacqueline Ekeoba University of Houston

8 Rincon

Coordinating a Noyce Summer Internship Program and Recruiting Diverse Scholars

The Wyoming Interns to Teacher Scholars program for STEM/elementary education majors began in 2014. Interns completed a two-week summer internship with elementary students in traditional summer camps and/or outdoor settings with a STEM focus. In this session, the program manager will highlight recruitment strategies and how to set up and coordinate successful internship programs. Interns from diverse backgrounds will share personal experiences. Participants will learn about the benefits and challenges of an internship program.

Jacqueline Leonard, Anne Even, Stephanie Minor, Joy Watkins, Jadanee Davis, University of Wyoming

9 Ventana

Creating Community in Science Classrooms

This session will incorporate small group discussion on teaching experiences that challenge us to learn to become allies to students in need. Based on insights gained from Kyle Schwartz’ “What I Wish My Teacher Knew,” participants will explore impactful practices to develop classroom community that can be put in place immediately. Creating community will become the most effective teaching tool teachers develop; come and find out why.

Elizabeth Doran, University of Arizona South/ Center for Academic Success

10 Mesquite

Tailor-Made Tiering: Creating Lesson Cycles to Increase Content Retention

Participants will be guided through a lesson cycle on plate tectonics containing low and high tech formative assessments, a mastery path quiz with tiering activities, and post-test analysis with tiering activities (NGSS and Arizona Science Standards aligned). Participants will actively walk through the cycle as a student and engage in a variety of formative assessments and tiering tools. Participants will gain adaptable tools to assist in clearing up misconceptions before moving students forward in content.

Susan Holzknecht, University of Houston

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Parallel Sessions II, Saturday 11:15-12:15, Sessions 11-20

11 Mesquite

Writing Effective Grant Proposals to Fund Curriculum and Projects

This interactive workshop will help Noyce Scholars, Teaching Fellows and MTFs identify funding sources for classroom curricular ideas or special projects, identify critical proposal elements, and learn successful grant proposal writing strategies. We will do real-time searches while learning basic strategies to help narrow the search. We will examine successfully-funded K-12 STEM teacher proposals to focus on identifying critical elements and writing strategies.

Deidre Sessoms, Sarah Ives, California State University – Sacramento

12 Santa Rita

Fostering a Learning Culture Through Formative Assessments

Formative assessments can create a culture of learning in the classroom, a culture in which students learn from their mistakes. Participants will engage in the following station rotations: learning through mistakes, evaluating the effectiveness of formative assessments, best times to complete formative assessments, and some formative assessment ideas. Through this presentation, participants will understand the impact of formative assessments in instructional design and students’ growth mindset.

Carlos Perez, University of Houston

13 Catalina

Mathematical Superheroes: Creating Justification Leagues in Your Classroom

We usually have a few students who have easily identifiable mathematical superpowers. These students are quick at calculations and usually take over mathematical tasks. Yet, if we give our students multiple kinds of mathematical activities, we find that each of our students are mathematical superheroes with important problem solving powers. This session will provide activities for uncovering, celebrating, and using our students’ mathematical super-strengths to create a classroom community focused on justification and mathematical learning.

Marcy Wood, University of Arizona

14 Ventana

An Introduction to Program Evaluation for Noyce Projects

Noyce PIs and project staff are invited to learn the basics of program evaluation. This introductory session will cover the main types of relevant evaluation strategies and questions for collecting, analyzing, and reporting data. The presentation will present supporting background information and will include having participants work through their own projects to develop and refine questions, discuss different ways to collect data, and strategize about issues related to collecting data.

Sanlyn Buxnor, University of Arizona

15 Rincon

Principles for Equitable Design of STEM Learning Environments

Drawn from an NSF-funded workshop held at Biosphere 2, participants will discuss design principles for equity and inclusion in STEM-oriented makerspaces. Makerspaces are interdisciplinary and personalize learning around learners’ goals. When designed well, these spaces build collaboration for diverse learners. This interactive presentation will draw from 5 focus areas and examine digitally-distributed options for connecting face-to-face and online makerspace communities. Participants will discuss the changing technological landscape and mechanisms that connect research and practice communities.

Jill Castek, Kevin Bonine, University of Arizona

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Parallel Sessions II, Saturday 11:15-12:15, Sessions 11-20

16 Santa Cruz

Inclusive STEM Teaching Preparation at an Urban Commuter University

Metropolitan State University (MSU) of Denver is an urban commuter campus in downtown Denver. MSU Denver Noyce U-STEM Scholars develop through community engagement, teacher induction programs, mentoring and more. Our session will highlight the experiences of Scholars as they are launching their careers as mathematics and science teachers in high-need schools. We will explore how to leverage resources and practices to prepare the future generation of teachers to create equitable learning environments that support inclusive excellence in STEM.

Janelle Johnson, Maria Crouse, Yoko Laidley, Stefanus Tampubolon Metropolitan State University of Denver

17 Tucson

Expanding Access and Opportunity with Asset Based Pedagogy

Research has established the ways teachers communicate their expectations to students, how students perceive differential teacher behaviors, and their effect on students’ own perceptions of ability and achievement. Despite more than half a century of this work, historically marginalized students continue to be underrepresented in a vast array of achievement outcomes. This presentation will familiarize participants with asset-based pedagogy, which has been shown to promote achievement for minoritized students.

Francesca Lopez, University of Arizona

18 San Pedro

Engaging and Recruiting Community College Students in STEM-education via Noyce

One goal of Noyce is to encourage students who are interested in STEM-education to pursue a STEM teaching career. This presentation shares attempts to address this goal through community-college based outreach efforts that encourage interest in making the transition to STEM-teaching. Stumbling blocks and successes will be shared, with a collaborative discussion on potential next-steps that may benefit programs looking to incorporate community college partnerships into their Noyce efforts.

Shannon Guerrero, Angie Hodge, Gema Castillo-Guzman, Emily Rytting, Northern Arizona University

19 Pima

Capture them! Five minute Engagement Activities in your STEM Classroom

Participants will learn how to capture their student’s attention with quick five minute engagement activities to promote student thought and questioning. This session provides examples of engagement activities and demonstrations teachers can utilize in their own classroom. Participants will engage in these activities and receive resources that were developed for middle school and high school classrooms.

Arianna Ibarra, Meghan DiBacco, University of Houston

20 Sabino

Algebra Academy: Application of Complex Instruction Pedagogy via a Summer Program

The presentation’s goal is to show how intentional professional development can impact current, and future, mathematics teachers while impacting student learning of fundamental algebraic concepts. Attendees will engage in one of three activities that can be directly applied in the instruction of their students. The audience will gain complex instruction methodologies in order to increase student engagement and learning, and see how professional development can be integrated into summer school, or other non-traditional learning environments.

Rudy McCormick, Steven Martinez, Jose Fonseca, University of Arizona

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Parallel Sessions III, Saturday 2:15-3:15, Sessions 21-30

21 Mesquite

Mathematics, Science, and Engineering at Hispanic Serving Institutions (HSIs): Recommendations for Better Serving Undergraduate Students.

The number of colleges and universities earning the designation of Hispanic Serving Institution (HSI) more than doubled between 2005 and 2016, and accounts for 15% of all non-profit, higher-education, degree-granting institutions. In 2017, the University of Arizona held a working conference that brought together over 100 faculty, students, and administrators from 42 Southwestern HSIs. We will describe six themes and 13 focus areas of recommended practices that emerged from the Arizona conference, and illustrate how newer and emerging HSIs may begin to shape an institutional culture aimed at better serving the Hispanic students they admit, particularly in Mathematics, Engineering and Science.

Guadalupe Lozano, Marla Franco, Vignesh Subbian, University of Arizona

22 San Pedro

Mathematics on the Border and the Novice Teacher

I want to share my experiences as a first-year mathematics teacher at an elementary school near the U.S./Mexico international border. The goal of my presentation is to give my audience a glimpse of the day-to-day life in a bicultural mathematics classroom. Since the challenges that my students face are unique, I will dispel stereotypes surrounding my students and present asset-based instruction and solutions to problems associated with teaching and learning at the border.

Sharon Christie, University of Arizona South

23 Sabino

Interrogating our Images of Teaching

This session will interrogate images of mathematics teaching through an interactive drawing activity. Participants will learn about their own imagery of mathematics teachers and have opportunities to discuss their understandings with other participants. Through this interrogation, we will reflect on our perceptions of mathematics teachers and consider how research informs and permeates our perceptions of mathematics teaching.

James Sheldon, University of Arizona

24 Pima

The “5 E’s” and Technology

Incorporating the 21st century skills in fast paced standards-based science classrooms is difficult. We like to think that our job as teachers is to teach the content, but our job is to equip our students with life skills and technology skills so that they can work and thrive in any environment. Participants will take part in a variety of technology-based activities incorporating the 5 E’s in science education (engage, explore, explain, elaboration, and evaluate) and learn that incorporating technology can be inexpensive and feasible.

Toresa-Goldy Mayer, Thuy Le, University of Houston

25 Catalina

Complex Instruction Lab School: A Middle School Mathematics Professional Development Model

Through professional development, we learn how to leverage best practices for engaging ALL student in mathematics. In this session, we will describe the development and implementation of a middle school complex instruction (CI) lab school. Participants will engage in CI tasks along with video analysis of CI practices. Participants will learn about integrating CI into their own classroom and will hear from the experiences of the middle school teachers who participated in the lab school.

Jennifer Eli, University of Arizona, Maggie Hackett, Sunnyside Unified School District

10

Parallel Sessions III, Saturday 2:15-3:15, Sessions 21-30

26 Ventana

Induction: A Two Year Professional Development Program

Participants will learn about our two year induction program which meets in person for two days during the summer and on-line throughout the academic school year. Presenters include the course facilitator, mentor, and year 1 and year 2 induction teachers. Learn first-hand what is involved with a successful induction program, including the structure of the course, participant support, and leadership and research opportunities for teachers.

Kristi Fredrickson, Brandon VanBibber, Northern Arizona University

27 Tucson

Understanding Equality vs. Equity in High-Need STEM Classrooms

Determining the difference between Equality vs. Equity is fundamental for educators to serve the educational needs of students. This presentation will engage participants in activities and discussion that will enhance their understanding of equity along with ways to incorporate equity in high-need STEM classrooms. Participants will tackle building tasks with various tools that will invoke a deeper meaning of equity. Activities will be presented that may be utilized in STEM classrooms.

Ricardo Pocasangre, University of Houston

28 Santa Cruz

Switching Gears: Moving Recruitment Efforts into the High Schools

We propose to share recruitment strategies from our recent Noyce project which is structured under the premise that students who grow up in rural areas are more likely to return to their rural communities to teach. We also plan to share initial lessons learned and to provide ample time for participants to share their efforts with high school recruitment. In doing so, we hope to form collaborative relationships moving forward.

Jan Smith, Boise State University

29 Rincon

Integrating Engineering Design in High-Need STEM Classrooms

Participants will explore engineering design in meaningful ways for STEM classrooms. Participants will engage in inquiry-based activities inclusive of engineering design as it relates to scientific inquiry that preservice and in-service teachers can utilize in STEM classrooms. Through activities and discussion, participants will be better equipped to infuse engineering design in their classrooms resulting in improved student achievement and engagement as well as increased interest in the STEM fields.

Mariam Manuel, Paige Evans, Leah McAlister-Shields, Donna Stokes, Jacqueline Ekeoba University of Houston, Rebecca Pel, Aldine Independent School District

30 Santa Rita

Microcredentials for and by Teachers: From Learners to Leaders

Learn about a microcredential developed by MTFs and one PI, "Eliciting Students' Mathematical Thinking through Math Talk." You will hear how working toward earning proficiency with this microcredential led to changes in teaching practice and how this impacted students. Next, we discuss efforts to collaboratively create new microcredentials focused on culturally responsive mathematics teaching. We will share the structure of a microcredential, the process of identifying specific instructional skills, and examples of criteria for proficiency.

Armando Martinez Cruz, Mark Ellis, Amtul Chaudry, Ruth Gadea, California State University Fullerton

11

Parallel Sessions IV, Sunday 10:00-11:00, Sessions 31-40

31 San Pedro

Master Teacher Fellows Transforming their Practice through Action Research

The goal of this presentation is to disseminate findings from twenty Master Teacher Fellows’ action research projects on implementing the mathematics and science standards (CCSSM and NGSS). Participants will engage by discussing how they could use action research as a form of professional learning to inquire about their own practice. Participants will understand how empowering the action research process can be for teachers to examine, reflect and improve their teaching.

Sarah Ives, California State University Sacramento

32 Santa Cruz

Listening to Latinx mothers' views on mathematics education

In this presentation we will have a panel of mothers of Mexican origin sharing their views on and experiences with mathematics teaching and learning in Mexico and in the U.S. We will start with some topics prepared in advance but then will invite the participants to pose questions to the panelists. The participants will gain insight into parents' experiences with education, which can help them better reach out to their students.

Marta Civil, Fany Salazar, University of Arizona

33 Santa Rita

Teacher Education for Equitable Mathematics Instruction (TEEM): An Exploratory Noyce Track 4 Research Study

In this presentation, we will share strategies for integrating Noyce programs with research on teacher development, with a particular focus on equity-related knowledge and practice. Using our Noyce Track 4 grant as an example, we will discuss proposal guidelines/budgeting, research methodologies, and the equity-related program components we are studying. Participants will gain information related to aspects of equitable mathematics instruction and methods of studying equity, as well as tips for developing Track 4 proposals.

Rebecca McGraw, University of Arizona, Shannon Guerrero, Northern Arizona University

34 Pima

Project Evaluation Workshop

All Noyce PIs and staff are invited to workshop their current or future evaluation plans. We will discuss logic models, strategies for collecting data and tracking students, and how to analyze and present data. Other topics will include developing collaborative studies, development of shared metrics, and topics of interest to participants.

Sanlyn Buxnor, University of Arizona

35 Mequite

Investigating Probability with the TI84 Graphing Calculator

Participants will use the TI84 (provided) to find the expected value and standard deviation of discrete random variables, calculate normal probabilities, and discover (via simulations) how to calculate probabilities associated with combining two continuous random variables. Participants will be posed with a problem involving probability. They will estimate the probability with a simulation using technology. If time allows, we will look at how these concepts may be presented on the AP Statistics Exam.

Christopher True, University of Arizona

12

Parallel Sessions IV, Sunday 10:00-11:00, Sessions 31-40

36 Ventana

Desired Student Interactions with Mathematics to Guide Classroom Management

Participants will examine the relationship between student interactions, mathematics and established classroom norms. We will explore ways to create classroom norms and expectations that result in desired interactions. We will discuss the impact of effective classroom management and identify commonalities and differences between norms and rules. Participants will take away ideas for classroom management that promote positive interactions in the mathematics classroom.

Janet Kinsey, Baboquivari Unified School District, University of Arizona

37 Sabino

Peer to Peer Instruction Geared towards the Hispanic Student Population

Findings of an action research project will be shared for analysis and discussion. The research sought to establish ways to improve Geometry achievement in Hispanic students by using the untapped resource of their home language, by means of a peer to peer instruction approach. Participants will be presented with the same exit survey taken by the high school students of the action research. Participants will be asked to view the questions from a student’s perspective as well as their own to generate discussion and reflection.

Sergio Catenazzo, University of Arizona South

38 Rincon

Get the Facts Out: Teaching Myth Busters

If 45% of STEM majors nationally are interested in teaching, then why do we have a teacher shortage? One hypothesis is that potential teacher candidates are turned off by misperceptions about the teaching profession. In this interactive workshop, participants will analyze data on secondary teachers' compensation, benefits, and job satisfaction, and will compare this data with that of university instructors and industry workers. Participants will gain ideas for analyzing data to help with teacher recruitment.

Kristine E. Callan, Adria Brown, Nicholas Dyer, Joseph Hunt, Colorado School of Mines

39 Tucson

Unpacking Prospective Mathematics Teachers' Multidimensional Identities and Humanistic Stories

The goals of this interactive session include opportunities for participants to: (1) explore theoretical constructs on identity narratives within/outside of mathematics education, (2) participate in an identity card sort activity and guided reflection, and (3) discuss complexities of multidimensional identities and humanistic stories with other mathematics educators. Background and initial findings will be shared from a Noyce program where an identity-based approach is used to prepare socially and culturally competent secondary mathematics teachers.

Lynette Guzmán, University of Arizona

40 Catalina

Culturally Responsive Mathematics Teaching: Our ATMALA Journey

Presenters will discuss their journey from ground zero to growing competence in Culturally Responsive Mathematics Teaching, CRMT. Our discussion includes exposure to and impact of readings, rubrics, reflections, prompts, student survey data, and conferences. We also present how awareness and changes in teaching practices address equity and identity among our students.

Julie Spykerman, Anaheim Union High School District, Mark Ellis, Scott Johnson, Shannon Muramoto, California State University, Fullerton

13

Parallel Sessions V, Sunday 11:15-12:15, Sessions 41-49

41 Santa Cruz

Inspiration, Autonomy, and Support: Key Ingredients for Successful Teaching

Through personal anecdotes from a ten year teaching career, Monica Hunt will paint a picture of what it takes for an educator to stay engaged, challenged, and on-track. Participants will gain ideas for how to find inspiration, take ownership of their lessons, and seek out support amidst the inevitable obstacles that arise in the challenging and rewarding field of teaching.

Monica Hunt, The Met Sacramento High School

42 Tucson

Let's Move: Using Data to Engage Students

The pressure is higher than ever to create lessons that are meaningful for our ever changing student population. Come jump, tie, and break things to engage students and explore concepts that can extend from algebra to algebra 2. We will collect data, use various platforms, and compete with each other to explore properties of functions and predict mathematical behavior.

Jennifer North Norris, Marana High School

43 Catalina

Fostering Collaborations Across Noyce Projects: Lessons Learned

Learn about a unique collaboration between two Noyce programs in different states. The goal of this collaboration was to have Noyce Fellows connect with and learn from one another and exchange ideas about effective teaching strategies for successful mathematics instruction. This unprecedented across-program exchange between two Noyce programs will inform and set examples for similar future collaborations. Attendees will have opportunities to engage with Fellows and Project Leaders about this collaboration and the resulting benefits.

Richard Parr, Gail Hamilton, Lan Wu, Rice University

44 Santa Rita

Transforming from Cookbook to Inquiry in Your STEM Classroom

STEM classrooms typically depend on structured lessons that leave little room for exploration. Participants will learn how to transform typical “cookbook” style lessons into inquiry-based lessons for promoting active student learning. This session provides examples of inquiry-based activities that pre-service and in-service teachers can utilize. Participants will engage in an inquiry-based lesson and receive resources that were developed by Teach HOUSTON appropriate for middle school and high school classrooms.

Meghan DiBacco, Arianna Ibarra, University of Houston

45 Mesquite

Playing around with Desmos

Teachers in this workshop will engage in a variety of activities from teacher.desmos.com. We will begin with a survey of the most popular games using Desmos. We will then look at the teacher features such as the dashboard. We will collaboratively work on editing a game for customized discussions. All levels of experience with Desmos are welcome. Please bring a computer or tablet if you have one.

Janet Bowers, San Diego State University

14

Parallel Sessions V, Sunday 11:15-12:15, Sessions 41-49

46 Rincon

Beyond Diversity/Multiculturalism: Becoming Equity Literate.

This presentation will discuss equity literacy. The goal of the presentation is to assist participants to understand equity literacy in educational settings, including mathematics and science classrooms. After exploring the four skills of equity literacy, participants will, in small groups, analyze practices and policies for their equity-related dimensions. Participants will gain appreciation of differences between diversity/multiculturalism and equity.

Richard Orozco, University of Arizona South

47 San Pedro

Cultural Responsiveness or Cultural Congruence?

Who is the ideal Noyce Scholar? In recruiting and preparing Scholars, should we prioritize academic achievement, pedagogical skills, or cultural knowledge? The goal of this session is to engage participants in an open dialogue about how academic achievement, pedagogical ability, and cultural identity intersect and interact to create possibilities for cultural responsiveness, cultural congruence, and long-term retention in high needs schools. Share your successes, concerns, and ideas.

Kevin Carr, Pacific University

48 Sabino

CalTeach Berkeley Internships and Externships for Pre-Service STEM Teachers

CalTeach offers a pathway to earn a teaching credential as an undergraduate STEM student. Noyce Funding provides two career exploration opportunities outside the traditional classroom - externships shadowing in-service teachers in urban classrooms and internships at local museums that provide experience working with K-12 students and their families. Presented by the program coordinator and student program participants, the session participants will engage in group discussions regarding the benefits of informal education internships and classroom-based opportunities.

Maritza Drotleff, Erkia So, University of California Berkeley

49 Pima

Coding and Geometric Art

Having students experience the overlap between Geometry & Art, such as fractals, tessellations, curve stitching, can be one of the most engaging and creative units. Drawing out the artwork can sometimes be tedious, repetitive, and time consuming - luckily, these are all things that computers are great at! Come to get hands-on experience with basic programming commands to control a digital Turtle and dive-in to creating geometric art. Using this resource allows you to create engaging lessons towards authentic project-based assessments of student skills and reasoning. We’ll provide the laptops; no programming experience required.

Daniel Schneider, Amphitheater School District, University of Arizona

50 Ventana

Next Steps: Western Region Noyce Alliance

Discussion and planning meeting for future WRNA activities.

Lawrence Horvath, San Francisco State University