Meeting spaceTalkHallway talkCommittee meetingsGoogle groupsAgendasEmailsPhone callsDiscipline identitiesMoney from NSFMatching fundsEngineering activitiesAdditional grant fundingICD Group

Monthly scheduled mtgsMembershipSelf-selectionNon-mandatory attendanceAssigned tasksPolitenessEqualityNSFPSCNMSADiscipline structureCollaborative relationshipNoyce rules

MG/CoE FacultyCoAS FacultyMGMAT studentsDeansProvostTeachers/Administrs.SuperintendentsCommunity OrgsProfessional Engineers

PI’sCommittee ChairsMembersSecretariesWell-wishersPartners

Content knowledge of host teachersMore effective field-based programRecruitment of candidatesPedagogy of Univ. faculty Increased STEM

achievement by middle level students

MGLAS

Noyce COLLABORATIVE ACTIVITY SYSTEM

Figure 2. Noyce activity structure. Tension occurs when practices conflict; synergy occurs when practices are compatible.

NOYCE GOAL – Build a dynamic PLC to serve as the site of professional development for teacher candidates, in-service teachers, university faculty and the community.

OUTCOMES• Increase content and PCK of host teachers• Right now we have a strong relationship with many teachers and

university STEM faculty, but the PLC will provide an arena for integrating theoretical and content knowledge with teaching practice.

•More effective field-based program• Right now we have a field-based program, but we will need to develop

host (mentor) teachers in PCK and mentoring skills.• Increase parent and community support for STEM achievement of middle level students.• Community support for STEM learning is low at present. We will engage

parents and other community members in STEM learning and increase understanding of STEM careers through our partnership with ASME, Digital Innovation and Communities in Schools.

•Increase recruitment and retention of well-qualified candidates for the MGMAT• Right now the retention rate for the CoE is approximately 85%, which is

actually high. However, we wish to increase the pool of candidates who hold STEM degrees and who stay in the field and in this region.

•Increase pedagogical skills of University faculty.• At present there are a significant core of faculty who are excited about

student-centered pedagogy, but who have little opportunity for support. By membership in the PLC, faculty will experience discourse-based learning and teaching.

WHAT WE’RE DOING RIGHT NOW•Planning Committee has galvanized Univ. faculty, community, teachers, students. We have had four monthly meetings, with increasing attendance each time. We currently have approximately 25 attendees, and another 5-7 who cannot make meetings.•We have seven committees with enthusiastic volunteers, and are using the as an opportunity to develop a prototype of the PLC, including learning norms, and how we can work together.