Hi Everyone; I am Seema Rivera, and I am the PI for Clarkson's Noyce program.  We are about halfway through our first Track 1 grant cycle and at the start of a collaborative Track 4 research grant focusing on rural schools' recruitment and retention.  Our video focuses on our reflective practices; what type of reflective practices do your scholars use?  Or what other types of activities do you have them engage in?  Please feel free to share ideas, I look forward to the discussion this week!

Seema, great work supporting your scholars to realize the power of being reflective and inclusive STEM teachers. I would love to talk with you more about the embedded prompts you use to guide your teachers to deeper reflections about equity, your teachers' critical action research, and the university collaboration for teachers in rural areas. I also want to say that I really loved your recent 2022 publication in the Journal of Science Teacher Education,  Navigating Race in Science Teacher Education: The Counterstory of a Woman Faculty of Color, 33(2), p192-205.  You really exemplify being a reflective practitioner yourself!  

Thanks for sharing your Noyce project video. What kinds of COVID-related impacts are you seeing your data (if any)? Do your reflective practices and action research with Noyce Scholars also involve their cooperating teachers or mentors? What do you think are some of the particular challenges of recruiting and retaining rural STEM teachers that developing more reflective practitioners can address? 

You're doing really important work that is so critical for improving the lives of rural students!! Thank you so much for putting together this video and sharing it! I appreciated being able to understand more about the incredible work you're doing in this progam.

Seema, I really enjoyed watching this video and learning more about the Noyce Scholarship program! As someone who works at Clarkson but is not in the Department of Education...I've had a few conversations with Clarkson's Noyce Scholars and attended some of their research presentations. I have been impressed by their level of self-reflection and passion for creating inclusive, welcoming classrooms. Thank you so much for the good work you're doing!

What an amazing Noyce project. Reflexive STEM teaching advances the awareness, self-efficacy, and the ability of cooperating teachers and mentors to cultivate inclusive STEM learning environments.  This in turn provides activities to develop themselves as reflective, inclusive practitioners. How can we address rural STEM shortages?

Thank you for sharing your project!  I really appreciate not only the reflective practices that you are embedding in the program for your scholars, but also that you are supporting them to develop their own collaborative learning community.  So often teachers can feel isolated in rural settings (being the ONLY middle school math teacher, for example), so developing this community that they can continue to rely on and draw on is critical.  I also loved the idea of somehow engaging the mentor/cooperating teacher in these reflective practices (but we know that they are just barely hanging on right now!).  I am wondering if you can say a little bit more about how you explicitly connected to access, equity, and inclusion beyond the pandemic?  Were these concepts explored in rural contexts in particular? (I went to SUNY Potsdam for my undergraduate work in education, so it is so wonderful to hear about such an impactful program in the region.  "Warms" (HA!) my heart.)

Hi Seema,
Excellent video about creating inclusive environments for teachers through reflection. We too focus on access, inclusion and equity. We have a lot of conversations about creating a stem identity for underserved students throughout the United States. I'm wondering if you would consider sharing your research and experience with the  Clarkson's Noyce program with our team?

Thanks,