The AAAS Noyce team is featuring current and past Noyce work and accomplishments in celebration of the 20th Anniversary of the NSF Noyce Program. Below are the featured projects organized by Track:
Track 1: Scholarship & Stipends
Those Who Can Teach, Noyce Award #1758505 (2018 - 2023)
Mission: To increase the pool of highly-qualified science and mathematics teachers working in high-need schools.
Current Scholars: 10
Graduated Scholars: 5
Publications/Videos:
Strachan, S. & Khan, S. (2021). Preparing the Next Generation of STEM Teachers: One HBCUs Approach to the Recruitment, Retention, and Training of Science and Mathematics Teacher Candidates during COVID-19. Journal of the World Federation of Associations of Teacher Education, 4(1), 73-81. https://www.worldfate.org/docpdf/journal_04-01.pdf#page=74
STEM for All Video, Those Who Teach
Accomplishments: Our Noyce Scholars have a great impact on the school system.
Retention Strategies: Constant guidance and support make Scholars feel that they are on a mission.
Systemic and Cultural Change: Our school systems are getting more diverse, highly-qualified teachers.
Impacts: The program recruited 15 Scholars. 13 out of 15 Scholars are African American. The program prepared them to be exceptional teachers with intensive training. 5 of the scholars graduated successfully and have been impacting many bright minds. The College of Education is also highly impacted by the Noyce program as the teacher education recruitment and retention is increasing each year.
Acknowledgements: We would like to thank National Science Foundation, PI, Co-PIs (especially Dr. Strachan), mentors, school district partners, community college partners, and our scholars who are doing great work.
School District Partners: Huntsville City, Madison County, and Limestone County School Districts
Preparing STEM Teachers for Urban and Rural School Districts in Northwest Georgia, Noyce Award #1758443 (2018 - 2024)
Mission: We are committed to recruiting, retaining, and supporting new, highly qualified teachers in a variety of STEM disciplines through powerful initial professional development experiences.
Current Scholars: 8
Graduated Scholars: 4
Publications:
Clement, M. & Cochran, J. A. (2021). Supporting Beginning STEM Teachers with Zoom. Kappa Delta Pi Record, [accepted].
Clement, M. & Cochran, J. A. (2020). A sharp contrast: First-year teachers with and without teacher preparation. Delta Kappa Gamma Bulletin, 87(1), 51-56.
Accomplishments: Twice each semester, we host "Mentor Days" which are full-day professional development events for both apprentices (future STEM teachers) and their mentors (master teachers). These are full of fun and interdisciplinary activities aimed to improve and motivate good teaching and learning.
Recruitment Strategies: Having strong STEM faculty advocates and advisors has helped more than anything for recruitment.
Retention Strategies: Retention has mostly focused on building cohorts of students across STEM disciplines who are all interested in teaching.
Systemic and Cultural Change: We have increased the focus on teaching and learning among the science disciplines at our institution and through curriculum changes. Additionally, we opened up new opportunities for STEM students to pursue teacher certification.
Impacts: We held together the partnerships with local schools through the pandemic, when many other education partnerships dissolved. We are graduating at least twice as many highly qualified STEM teachers each year as we were prior to the start of our program.
Acknowledgements: HackBerry Lab at Berry College
School District Partners: Floyd County Schools, Rome City Schools
Developing and Supporting Excellence in STEM Teaching: A Regional Collaboration to Increase Teacher Diversity, Preparation, and Continuity, Noyce Award #1660606 (2017 - 2022)
Mission: We aim to prepare STEM teachers to empower all students as STEM learners and doers.
Current Scholars: 38
Graduated Scholars: 26
Publications/Videos:
Coomes, J. (April, 2019). Preparing STEM Teachers to Teach in High Need Schools: Developing a Road Map. Paper presentation at the 2019 Annual meeting of the American Educational Research Association, Toronto, Canada, April 5-9, 2019.
Coomes, J. (July, 2021). Developing preservice teachers’ ability to enact formative assessment for mathematical practices. Paper presented at the 14th International Congress on Mathematics Education, Shanghai, China, July 12-19, 2020. (Presented synchronously online in 2021.)
STEM for All Video: Using Bridging Practices to Support New STEM Teachers
Accomplishments: Our Noyce project has greater diversity, especially among Latino/Hispanic teachers, than our overall education program.
Recruitment Strategies: We are using digital signage throughout the university to post a variety of messages from Get the Facts Out. We also utilize our website and word of mouth.
Systemic and Cultural Change: We have far more conversations, with action plans, among faculty from across the College of STEM and across the university about ways to recruit and support a more diverse teacher population as well as ways to prepare the future teachers to embrace diversity of all types in their classrooms as a strength.
Impact: We have prepared many teachers who intend to stay in the profession and become leaders. They stay in touch with us formally through induction and presenting to current undergraduate Noyce scholars and with us and each other informally, sharing events in their schools and classrooms, and occasionally asking for advice.
Acknowledgements: Constantino Montes (Pasco HS teacher), Spokane Falls Community College, Spokane Community College, and Noyce Leadership Team at EWU
School District Partners: Spokane, West Valley, East Valley, Colville, Central Valley, and Lind-Ritzville School Districts
Building and Sustaining a Professional Learning Community of Noyce Scholars, Teachers, and Faculty, Noyce Award #1758433 (2018 - 2023)
Mission: The mission of the JMU Noyce program is to prepare Noyce Scholars to be impactful and equitable Science and Math educators through a variety of professional development opportunities. We do this work as a tight-knit Professional Learning Community of undergraduate and graduate Scholars; alumni; faculty from Secondary Education, Science, and Mathematics; and local teachers and administrators. While we address a variety of topics, our programs highlight work-life balance and mental health; the first days of school; and fostering self-efficacy as teachers in high-needs schools.
Current Scholars: 10
Graduated Scholars: 18
Publications: Virginia ASCD: Learn. Teach. Lead.
Accomplishments: Our first cohort of Scholars started their teaching career in Fall 2020 when learning was still exclusively remote or hybrid. Despite these challenges, we continued to provide support through frequent check-ins, virtual professional learning communities (PLC) meetings designed based on immediate challenges and concerns, and professional mentorship. These teachers have demonstrated remarkable success and perseverance. In addition, their experiences have placed them in a position to provide invaluable advice and near-peer mentoring for current Noyce Scholars.
Recruitment Strategies: We share photos and testimonials from our current Scholars about how the Noyce program has benefited them as future science or math teachers at JMU. We do this so prospective Scholars at JMU can "see themselves" as a Noyce Scholar.
Retention Strategies: We design our professional development experiences around the immediate concerns and challenges our Scholars and alumni teachers are experiencing. We work hard to establish a safe-space community in which Scholars and alumni feel supported by each other; faculty in their discipline and teacher education programs; mentors; and a network of local teachers and administrators.
Systemic and Cultural Change: The JMU Noyce program has made significant strides in building more bridges and opening lines of communication between faculty in our Science and Math college and faculty in our Education college. We feel that the support of our Noyce Scholars from both sides of campus demonstrates the potential synergistic impact that collaborations between discipline and pedagogy can have on all future teachers at JMU.
Impact: The Noyce Scholarship program has allowed us to place 18 highly qualified Science and Math teachers in high-needs districts across Virginia and to continue supporting these teachers through their induction years. This work has also helped bring more visibility to STEM teacher education at JMU and created opportunities for cross-disciplinary collaboration on common areas of teacher education research.
Acknowledgments: JMU Noyce Faculty team: Kerry Cresawn, Angela Webb, Robbie Higdon, Jenny Gibson, Mike Renfro, Dave Carothers, David Wilson, Barbara Reisner, Scott Paulson, and Eric Pyle
School District Partners: Harrisonburg City, Rockingham County, Waynesboro City, Augusta County, Staunton City, Page County, and Shenandoah County School Districts
Mercy College Intensive STEM Teacher Initiative (MISTI), Noyce Award #1339951 (2013-2022)
Mission: To prepare talented math and science teachers to teach and remain teaching in high-need schools.
Current Scholars: 16
Graduated Scholars: 16
Publications:
Larsen, K. V., Marrero, M. E., Gunning, A. M., & Riccio, J. F. (in press), What happens after edTPA? Education Policy Analysis Archives.
Marrero, M.E., Riccio, J.F., Ben-Jacob, M., Canger, A., and Maliti, C. (2017). A crash course in undergraduate research. Journal of College Science Teaching. 46(5), 26-31.
Marrero, M.E. (2016). A Sense of Place: Connecting students with their local environment. New York State Conservationist. 70(6), 8-11.
Accomplishments: We have supported many first-generation students and students of color to become STEM teachers.
Recruitment Strategies: Visiting classes and using materials from Get the Facts Out.
Systemic and Cultural Change: In part, thanks to this grant, we have created a Center for STEM Education at Mercy College and have implemented more supports for all teacher candidates around edTPA and other challenges in the teacher preparation program.
Impacts: We have successfully supported 16 excellent teachers to make a difference in high-need schools. We have contributed to the research base on first generation students who become teachers.
Acknowledgements: Thanks to the cooperating teachers in many school districts who graciously hosted Noyce Scholar preservice science teachers.
School District Partners: Charter School for Educational Excellence; City School District of New Rochelle; White Plains, Yonkers, and Port Chester Public Schools
Noyce Urban-Rural STEM, Noyce Award #1660506 (2017-2023)
Mission: Many students at Metropolitan State University of Denver are first generation college students who often take multiple pathways into and through their university studies.
Current Scholars: 10
Graduated Scholars: 35
Publications/Videos: 15
ARISE Blog: Broadening the Equity Lens for STEM Teacher Education: The Invisibility of Disability
Disability and Invisibility in STEM Education
EdWeek: Why Are Students With Disabilities So Invisible in STEM Education?
STEM for All Video: The Invisibility of Students with Disabilities in STEM
Accomplishments: We have been elevating Scholar and teacher advocates who collaborate with students and families.
Recruitment Strategies: A dynamic student success professional network and near peer mentorship.
Systemic and Cultural Change: Greater self-efficacy and willingness to be a learner.
Impacts: We have built a community of practice that supports inclusive and interdisciplinary teaching and learning.
Acknowledgements: Our amazing leadership team!
School District Partners: Aurora Public Schools and Early College of Arvada
BIOME, SISTEMIC, BioCHemACS, Noyce Award #1557233 (2016 - 2022), #1852724 (2019 - 2024), #2050388 (2021 - 2026)
Mission: The core mission of our Noyce work is to create culturally responsive and sustaining STEM educators who are well prepared to capitalize on the community strengths and meet the ever changing needs of priority needs public school districts.
Current Scholars: 26
Graduated Scholars: 13
Videos:
STEM for All Video: Explorations of Culturally Responsive STEM Pedagogies
STEM for All Video: Master Mentors Make a Difference
Accomplishments: The combined impact of our various Noyce initiatives have had a tremendous impact at the local and regional levels. Results include an increased STEM identity of Noyce Scholars, highly prepared STEM educators, and opportunities for Scholars to work inside classrooms of Master Mentors in priority needs districts. The professional learning community (PLC) of master mentors has elevated their impact upon and engagement within the local STEM community.
Recruitment Strategies: Partnerships with local community colleges and Relationship building with schools, students, STEM organizations and other universities.
Systemic and Cultural Change: Our initiative has helped to foster the recruitment of STEM educators, the formation of a PLC for STEM educators in the area, and led to the formation of a monthly virtual speaker series, STEMtastic. This series is open to not only Noyce Scholars, but also all educators throughout Connecticut and has included well-known STEM experts from across the country as speakers. The partnership with area community colleges has increased the opportunity for a diverse cohort of scholars to attend Sacred Heart University to become Noyce Scholars (STEM undergraduates who ultimately will become STEM educators).
Acknowledgments: Beyond Limits (Stamford, CT), Sacred Heart University Discovery Science Center and Planetarium, and Connecticut Science Teachers Association
School District Partners: Ansonia, Bridgeport, and Stratford Public Schools
Sacred Heart University is grateful to the National Science Foundation for all of its support. Without their support, none of this programming or any of the results from the program would be possible.
Growing Future STEM Teachers in Maine, Noyce Award #1949892 (2020 - 2025)
Mission: Growing Future STEM Teachers in Maine (GFSTM), a partnership between Saint Joseph's College (SJC) and Southern Maine Community College (SMCC), is committed to helping districts "grow their own" high quality STEM teachers to address a critical shortage in the state.
Current Scholars: 7
Graduated Scholars: 2
Publications: 3
Accomplishments: GFSTM relies on our strong collaboration with SMCC. Through our capacity building grant, we were able to develop articulation agreements to facilitate a seamless transfer from SMCC into one of four SJC STEM and Secondary Education Pathways (Mathematics, Biology, Chemistry, and Environmental Science). Dr. Daniel Moore, SMCC Professor of Biology, has been instrumental in understanding community college student perceptions of STEM education as well as developing project activities directed at this vital population. As a result, three SMCC students have successfully transferred to SJC as Noyce Scholars. Four SMCC students participated in our first teaching experience short course and three in the second. As a PI on our Track 1 grant, Dan serves as a liaison to other community colleges with whom we hope to collaborate.
Recruitment & Retention Strategies: Careers in STEM Education Workshops and a Teaching Experience Short Course were used to recruit qualified STEM majors. During the Careers in STEM Education workshops, held in the spring and fall, current teachers and SJC alumni spoke about their path into the field as well as the benefits and challenges of secondary STEM teaching. The short course, offered in August 2020 and May 2021, was a one-credit, week-long opportunity for participants to learn STEM content and how to teach it in high-need schools. An online professional learning community was developed to provide (safe) virtual support amidst COVID while also establishing the infrastructure to support Scholars post-graduation. Through the SJC's existing advising structure, Scholars receive one-on-one mentoring by the Project Team during which they set professional goals and are subsequently offered a menu of opportunities to meet their individual needs.
Systemic and Cultural Change: SJC, a four-year liberal arts college located on Sebago Lake, just north of Portland, ME, serves an on-campus student body from New England (98%), the majority of whom are from Maine (53%). Forty percent are first generation college students, 31% receive Pell grants, and 4% are underrepresented minorities. The pipeline from SMCC to SJC enhances the diversity of SJC both economically and ethnically as SMCC has a higher proportion of underrepresented minorities (15%) compared to SJC (4%) and lower income enrollments (63% Pell-eligible at SMCC compared to 31% at SJC). SMCC serves students living in or near the city of Portland (including the target high schools of Deering and Westbrook). The articulation agreements developed as part of the GFSTM project have provided a model for other departments to recruit community college students while project activities have informed development of support structures needed to retain this diverse population.
Impacts: The impact of the GFSTM Project is three-fold:
- explore perceptions of careers in STEM education,
- identify best practices for preparation and retention of STEM teachers, and
- increase the number of qualified STEM educator in Maine.
To explore perceptions of careers in STEM education, we administered a survey to STEM majors at both SJC and SMCC. Results informed the development of three innovative pedagogies employed by the project. Career exploration workshops expose interested undergraduates to STEM education professionals, field experiences deepen content and pedagogical knowledge, and professional learning communities provide support for graduates of the project. To date, these practices have led to the recruitment of nine scholars, six SJC students and three SMCC students. We have held three Career Workshops attended by 31 undergraduates. Nine undergraduates delivered instruction to 19 middle school students during our inaugural Teaching Experience Short Course, and eight undergraduates delivered instruction to approximately 110 middle school students during our second Teaching Experience Short Course. Scholars receive a minimum six hours of professional development per semester tailored to individual needs.
Acknowledgements: National Science Foundation and American Association for the Advancement of Science
School District Partners: Bonny Eagle School District, Deering High School, Lake Region Middle/High School, Lewiston High School, Old Town High School, Westbrook High School, and Windham Middle/High School
Rural Enhancement of Mathematics And Science Teachers (REMAST), Noyce Award #0733691 (2007 - 2014), #1439789 (2014 - 2020), and #1950255 (2019 - 2025)
Mission: The goal of this project is to attract students for STEM teaching careers in Biology, Chemistry, Mathematics and Physics, award them scholarships, train them to high levels of competency, and support them through mentoring that involves faculty and REMAST alumni.
Current Scholars: 6
Graduated Scholars: 69
Accomplishments: 52 (75%) of the 69 teachers who have graduated are still teaching secondary math or science. We have awarded $1.1 million in scholarships and $800,000 has been repaid through teaching. Putting everyone together, our alumni have 353 years of teaching experience.
Recruitment Strategies: Our recruitment strategy has been our annual conference, where we invite alumni to share innovative strategies that have helped in their classroom. Our current scholars are also invited so that they get to learn what it is really like to be a STEM teacher.
Retention Strategies: Our top retention strategy has been the creation of a Facebook group where all alumni who are on Facebook are members, and they can share teaching resources, ask questions, and post jobs.
Systemic and Cultural Change: We now have a student chapter of the National Science Teachers Association--which we created after being awarded the first Noyce grant. That chapter continues to meet and support preservice science teachers. We also have a thriving student chapter of the National Council of Teachers of Mathematics. We have been able to take both Noyce scholars and other preservice STEM teachers to state and regional conferences through the travel money that we have available. This helps preservice teachers understand the importance of continued professional development and instills in them the need to continue to grow as a teacher.
Impacts: We have about 75% of our alumni still currently teaching math or science at the secondary level. We also have several alumni in other aspects of education, such as counselors, school administrators, higher education faculty, and state education administrators. The fact that when added together, our alumni have 353 years of teaching experience, it is astounding to think how many students they have impacted over the years.
Acknowledgements: Principal Investigator: Sharon Vestal. Co-Principal Investigators: Larry Browning, Matt Miller, Madhav Nepal, and P. Troy White. Our outside evaluator Dr. Robert Burke. The SDSU student chapters of NCTM, NSTA, and NEA. Our awesome alumni!
The NSF Robert Noyce Scholarship Program has helped South Dakota State University produce more strong math and science teachers and retain them in teaching. We cannot thank the program enough for their help.
School District Partners: Flandreau and Brookings School Districts
Robert Noyce Mathematics Teacher Scholarship Program, Noyce Award #1339993 (2014 - 2020)
Mission: The main goal of the Texas A&M International University (TAMIU) Noyce Program is to encourage talented students with strong mathematics skills to become mathematics majors (if not already) and join TAMIU-NMTSP, a multi-faceted program designed to provide components that are highly enriched with mathematics content, pedagogy, and will result in highly-qualified, field-tested, and certified teachers who will embark on the mission to serve the high-need student population in the South Texas region upon their graduation.
Graduated Scholars: 34
Publications:
Rohitha Goonatilake, Runchang Lin, Oscar M. Benavides Jr., and Lorena A. Sepulveda (2018). Noyce Scholars and their Educational and Career Aspirations at TAMIU. American Journal of Educational Research. Vol. 6 (No. 8), pp. 1206-1212. http://pubs.sciepub.com/education/6/8/21
Rohitha Goonatilake, Juan J. Arellano Jr.*, Puneet S. Gill, and Runchang Lin, Sustainability of Mathematics Education: Robert Noyce Mathematics Scholarship Program at TAMIU, Texas A&M International University [NSF: 1339993], Laredo, Texas, Joint Mathematics Meetings of the American Mathematical Society (AMS) and Mathematical Association of America (MAA), Baltimore Convention Center, Hilton Baltimore, and Baltimore Marriott Inner Harbor Hotel, Baltimore, MD, January 16-19, 2019
Rohitha Goonatilake, Katie D. Lewis, Runchang Lin, and Celeste E. Kidd, Improving Gender Disparity in Scholarship Programs for Secondary-Level Mathematics Teachers, the Mathematics Teaching-Research Journal Online (http://www.hostos.cuny.edu/mtrj/), Vol. 8, No. 1-2, Fall/Winter 2015/16, pp. 1-11
Rohitha Goonatilake, Katie D. Lewis, Runchang Lin, and Celeste E. Kidd, A Glimpse into the Effectiveness of Mentoring and Enrichment Activities for Scholarship Recipients in a Teacher Preparation Program, the Mathematics Teaching-Research Journal Online (http://www.hostos.cuny.edu/mtrj/), Vol. 7, No. 2, Winter 2014/2015, pp. 26-35
Accomplishments: Thirty-four Mathematics teachers are now in the field, thanks in most part to the Noyce scholarship program at TAMIU. All Noyce scholars, graduated from the program, are now serving six high-need school districts in Texas. They are United, Laredo, Zapata County, Eagle Pass, Jim Hogg County, and Northside Independent School Districts in San Antonio, Texas. We have provided them with information about existing vacancies in the areas (in the state of Texas) together with letters of support to achieve this milestone. Sixteen scholars have been pursuing graduate degrees in Mathematics as of Spring 2022, of this number eight have already earned graduate degrees. This is in itself a big achievement.
Recruitment & Retention Strategies: Program service at TAMIU included evidence-based strategies such as week-long boot camps for recruitment, mandatory mentoring for all scholars, Texas Examinations of Educator Standards weekend review sessions, summer internship programs, conference participation, and active participation in other Noyce forums, including attendance at the Noyce Regional Conferences and Noyce Summits. Scholars in the program also prepared presentations and offered workshops to high school students in the area and other universities where more quality Mathematics teachers are greatly needed.
Systemic and Cultural Change: One of the greatest achievements of the program was to serve a total of 45 students (71% - females and 29% - males). Thirty-four scholars were able to secure secondary high school mathematics teaching positions upon their graduation to serve the high-need population in the South Texas region. Eighteen scholars have been pursuing master’s degrees in either Mathematics or Curriculum and Instruction--eight of whom are currently holding graduate degrees from TAMIU.
Impacts: Thirty-four scholars were able to secure secondary high school mathematics teaching positions upon their graduation to serve the high-need population in the South Texas region.
Acknowledgements: PI: Rohitha Goonatilake, Ph.D.; Co-PIs: Cathy L. Guerra, Ph.D. (March 1, 2013 to July 31, 2014), Katie D. Lewis, Ph.D. (August 1, 2014 to August 31, 2017), and Puneet S. Gill, Ph.D. (October 11, 2017 to June 30, 2020). Three Co-PIs (above) and three graduate students with funding: Jamil M. Villarreal (Fall 2014 & Spring 2015), Joshua J. Martinez (Fall 2015 & Spring 2016), and Aracely A. De La Torre (Fall 2016 & Spring 2017) served the scholarship program during its tenure. The three graduate students earned an M.S. in Mathematics degree during the program. Additionally, Ms. Celeste E. Kidd of TAMIU Office of the Research & Sponsored Projects has been a major part of the program implementation; Senior Personnel: Runchang Lin, Ph.D.
Robert Noyce Scholarship Program for Math, Science and Engineering K-12 Teachers, Noyce Award #0733841 (2007 - 2014)
Mission: The program was a collaborative effort between STEM departments and the Master of Arts in Teaching (MAT) program with the goal to produce 36 new STEM teachers.
Graduated Scholars: 49
Accomplishments: We have been concluded for a while, but over 80% of our graduates are STILL in the classroom! A special shout out to Scholar Tiffany Taylor, 2017 PAEMST 7-12 Science and 2018 PhysTEC Teacher of the Year.
Recruitment & Retention Strategies: Empowering Scholars in high quality content courses and encouraging peer instruction.
Systemic and Cultural Change: These wonderful teachers, many of whom are now award winning teachers, have created a network of professional development opportunities for themselves and their peers.
Impacts: Amazing teachers in Arkansas classrooms, many of whom would never have been able to afford the additional education that was required to pursue the career.
School District Partners: Fayetteville, Springdale, Rogers, and Bentonville School Districts
Retention of STEM Students as High School Teachers, Noyce Award #1240083 (2012 - 2018)
Mission: The purpose of the Robert Noyce Scholarship Program at the University of Houston is to address the shortage of qualified physics and chemistry teachers through recruitment, preparation, and retention of science majors for teacher certification in physics and chemistry.
Graduated Scholars: 34
Publications: 21 (View all, here)
Accomplishments:
- Scholar Geoffey Hart 2017 PhysTEC Teacher of the Year.
- 21 Publications including one book "Preparing Teachers to Teach the STEM Disciplines in America’s Urban Schools".
- AERA Outstanding Paper award for the article "The embodied nature of narrative knowledge: A cross-study analysis of embodied knowledge in teaching, learning, and life knowledge in teaching, learning, and life", Cheryl J. Craig, JeongAe You, Yali Zou, Rakesh Verma, Donna Stokes, Paige Evans, Gayle Curtis, Teaching and Teacher Education, 71, 329 (2018).
Recruitment & Retention Strategies:
- Specific major degree plans that include the teacher certification courses that do not add additional time to complete the degree.
- Teacher certification courses which can be used to meet the requirements for teachHOUSTON program and the major degree program.
Systemic and Cultural Change: The "Science as Inquiry" course developed and institutionalized as part of the teachHOUSTON program.
Impacts: The Noyce program helped to establish a physics teacher education pipeline for preparing qualified physics teachers. Through the Noyce program, UH went from certifying 0 physics teachers to certifying 2/year on average since 2014.
Acknowledgements: teachHOUSTON, Department of Physics, and PhysTEC Fellows Progam
School District Partners: Aldine, Alvin, Austin, Cy Fair, Fort Bend, Friendswood, Galena Park, Guam, Houston, Katy, Pasadena, and Spring Branch Independent School Districts
University of Houston: Learning through Informal and Formal Experiences (UH-LIFE), Noyce Award #1557309 (2016 - 2022)
Mission: The mission of this Noyce Track 1 grant (UH-LIFE) is to prepare 40 highly qualified secondary STEM teachers to teach in the metropolitan Houston area.
Current Scholars: 81
Graduated Scholars: 79
Publications: 16
Cheryl J Craig, Paige Evans, Rakesh Verma, Donna Stokes, and Jing Li "A tribute to 'unsung teachers': Teachers influences on students enrolling in STEM programs with the intent of entering STEM careers" Journal of Teacher Education , 2018 https://doi.org/10.1080/02619768.2018.1523390
Cheryl J. Craig, JeongAe You, Yali Zou, Rakesh Verma, Donna Stokes, Paige Evans, Gayle Curtis "The embodied nature of narrative knowledge: A cross-study analysis of embodied knowledge in teaching, learning, and life knowledge in teaching, learning, and life" Teaching and Teacher Education , v.71 , 2018, p.329 https://doi.org/10.1016/j.tate.2018.01.014
Cheryl J. Craig, Rakesh Verma, Donna Stokes, Paige Evans and Bobby Abrol "The influence of parents on undergraduate and graduate students? entering the STEM disciplines and STEM careers" International Journal of Science Education, 2018 https://doi.org/10.1080/09500693.2018.1431853
Evans, P., Dillard, K., Rodriquez-Wilhelm, D., & McAlister-Shields, L. "Like-minded people: University-based interdisciplinary collaborations in STEM teacher preparation programs" Journal for STEM Education Research , v.2 , 2019 , p.35 https://doi.org/10.1007/s41979-019-00011-0
Craig, C., Evans, P., Stokes, D., Li, J., Zhu, G. & Curtis, G. "Advancing STEM education: Recent teachHOUSTON research" The 19thBiennial Conference of International Study Association on Teachers and Teaching, 2019
Evans, P., McAlister-Shields, L. & Manuel, M. "Lessons learned while infusing culturally responsive pedagogy in a STEM teacher education preparation program" Hawaii International Conference on Education, 2020
Craig, C. and Evans, P. and Stokes, D. and McAlister Shields, L. and Curtis, G. and Manuel, M. "Mentoring in the midst of teachHOUSTON: The Pandemic Chapter" Annual meeting program American Educational Research Association, 2021
Craig, Cheryl J. and Evans, Paige and Verma, Rakesh and Stokes, Donna and Li, Jing "A tribute to ‘unsung teachers’: teachers’ influences on students enrolling in STEM programs with the intent of entering STEM careers" European Journal of Teacher Education , v.42 , 2019 https://doi.org/10.1080/02619768.2018.1523390
Accomplishments: Our Noyce Scholars are teaching in high-need school districts and becoming teacher leaders in their schools and districts.
Recruitment & Retention Strategies: Attend orientations and build community.
Systemic and Cultural Change: We transformed our teacher education curriculum to be more culturally responsive.
Impacts: We have provided 79 secondary STEM teachers who are transforming the landscape of STEM education in the Houston area.
Acknowledgements: University of Houston, National Math & Science Initiative, Robert Noyce Program, and National Science Foundation
School District Partners: Aldine, Alief, Alvin, Cy-Fair, Houston, Katy, Pasadena, and Spring Branch Independent School Districts
UMB Noyce Scholars Program & Noyce Scholars Phase II, Teach Next Year, Noyce Award #0532038 (2006 - 2009) and #1035247 (2010 - 2015)
Mission: The mission of our Noyce work is to prepare highly qualified, diverse teachers to teach STEM in urban, high-need schools.
Graduated Scholars: 94
Publications: 3
Accomplishments: We have prepared and provided the most STEM teachers of color for our partner district - the Boston Public Schools.
Recruitment Strategies:
- We partner with the district to help us recruit.
- We recruit from our own diverse STEM undergrads at University of Massachusetts Boston which is the most diverse university in the state.
Systemic and Cultural Change: The Noyce program has increased the diversity of candidates in our graduate College of Education.
Impacts: The program has made a tremendous impact on the Boston Public Schools ability to hire more teachers who represent its student body.
Acknowledgements: The Boston Public Schools, especially Ceronne Daly the Managing Director, Office of Recruitment, Cultivation and Diversity Programs.
School District Partners: Boston Public Schools
Experiencing Science Practices through Research to Inspire Teaching (ESPRIT), Noyce Award #1660724 (2017 - 2023)
Mission: ESPRIT offers a new model of preservice science teacher education that combines substantive and systematic research experiences with the study of effective pedagogical practices, especially those that support the learning of ESOL and students from underrepresented groups.
Current Scholars: 10
Graduated Scholars: 11
Publications:
Krim, J. S., Coté, L. E., Schwartz, R. S., Stone, E. M., Cleeves, J. J., Barry, K. J., Burgess, W., Buxner, S. R., Gerton, J. M., Horvath, L., Keller, J. M., Lee, S. C., Locke, S. M., & Rebar, B. M. (2019). Models and Impacts of Science Research Experiences: A Review of the Literature of CUREs, UREs, and TREs. CBE life sciences education, 18(4), ar65. https://doi.org/10.1187/cbe.19-03-0069
International Invited Presentation: Baxter, J., Livelybrooks, D., Rebar, B. & Germuth, A. (2018). Experiencing science practices through research to inspire teaching: Strategies and challenges. Poster presented at the Gender & STEM International Conference, Eugene, OR.
Accomplishments: We've recruited and prepared high achieving, highly motivated students, many of whom most likely would not have entered a teaching career pathway without our program's support. These Scholars have embraced our vision for drawing on research and implementing culturally responsive, inclusive pedagogy.
Recruitment Strategies: We rely on personal referrals and connections--working closely with managers of teaching related opportunities such as SPICE Camp (Science Program to Inspire Creativity and Excellence) for young girls and Learning Assistants program directors. Also, we offer many Zoom informational sessions.
Retention Strategies: We support our ESPRIT Noyce scholars by building on both community support and connections, including cohort bonding (Noyce conference attendance contributed to this) and mentor support during the first years of teaching.
Systemic and Cultural Change: We are beginning to see a change in our culture as we work more closely with academic advisors who can introduce our program to students who express teaching related interests. Also, by involving faculty in hosting research experiences, we have been growing an expanding circle of science faculty who support and promote our ESPRIT Noyce program. As our alumni enter the teaching workforce, we expect to see ongoing interactions between these teachers and the scientists who hosted them in the lab. These relationships are mutually beneficial: teachers can draw on the expertise of the faculty to support their teaching, and the faculty have opportunities to communicate their research.
Impacts:
- Strengthened connections and working relationships between the College of Arts and Sciences and College of Education faculty.
- Increased the number of teachers who have gone through our program and entered the workforce.
- Elevated awareness and support for a teaching pathway among science faculty, administration, and academic advisors.
- Increased number of science applicants to the UOTeach licensure program.
- Prepared science teachers with unique research background to inform teaching.
- Created a mentoring network where ESPRIT Noyce first-year teachers share strategies for bringing research into their classrooms.
Acknowledgements: UO STEM research faculty, post docs, and graduate students who sponsor summer internships. Active support from College of Education and College of Arts and Sciences deans and faculty. Master science teachers who serve as mentors.
School District Partners: Bethel, Eugene 4J, and Springfield School Districts
Preparing Science and Mathematics Teachers at the University of Texas at Arlington, Noyce Award #1439914 (2014 - 2022)
Mission: To recruit and prepare highly qualified secondary science and mathematics teachers and provide induction support to promote retention for teaching in high-need school districts.
Current Scholars: 2
Graduated Scholars: 37
Publications: 8
Accomplishments: Of our 37 Noyce Scholar graduates, 34 are currently teaching science and mathematics in high-need school districts, and 2 Scholars are completing the certification exam and seeking a position. We also have 2 Noyce Scholars still in the program. These Scholars are making/will make a significant positive impact on the STEM education of students in our high-need school districts.
Recruitment Strategies: The most successful recruitment efforts include personal visits/presentations on the Noyce program by our PI and Co-PI team members in large enrollment STEM classes as well as posters, flyers and electronic announcements, promotion of the program at Freshman and new transfer student orientations, partnerships with community colleges for recruitment, and pizza lunches for potential recruits led by our leadership team and current Noyce Scholars.
Retention Strategies: Retention strategies include assigning and supporting school-based Mentor Teachers to work with our new Scholar teachers. The work of our grant supported a Noyce Scholar Leader, a retired mathematics and science teacher who provides continuous induction support in the Scholars' first years of teaching. Finally, we maintained contact and connection with graduates, including inviting them to participate in our programs (particularly our welcome seminars for new Noyce Scholars and graduation celebration events each year).
Systemic and Cultural Change: Our 2014 Noyce program was our third Noyce Scholarship program, and as such, our program had gained much attention from students and academic leaders across campus. The combination of the Noyce Scholarship program and UTeach Arlington teacher preparation program allowed us to better recruit and retain students in the program and to build self-efficacy toward teaching and a sense of belonging among our students. Whereas prior to Noyce and UTeach, science and mathematics majors interested in teacher certification may have been the lone students in their major, now we have established a cohort and an academic “home” for our teacher candidates. With additional funds from other sources, the university renovated a floor in Science Hall to accommodate our programs including classroom/laboratory space, office space, a conference room, and a student resource room/study lounge for our preservice teachers. The camaraderie built among Noyce Scholars – among those graduated and still in the program – significantly increased recognition of our program and enhanced our recruitment efforts. Connections with school districts and placements of Scholars in field experiences were further established and processes streamlined such that students were welcomed into classrooms. Our Noyce and UTeach programs provided a pathway and funding support, increasing new STEM teacher production at our institution, and leading to their retention in the classroom. We are proud of our diverse population of STEM teachers who are well prepared and teaching in high-need school districts where they are most needed.
Impacts: The 34 graduates who are currently teaching and the 4 Scholars in the process of completing the teacher certification exam or still in the program are positively impacting/will impact the STEM education of thousands of students in high-need school districts, a number that could reach hundreds of thousands of students over their careers. The quality education students gain from our Noyce teacher graduates is invaluable to their own futures, and to the future of our society.
Acknowledgements: Many thanks to the Leadership Team of this Noyce Project: PI Dr. Ann Cavallo, Co-PIs Dr. Greg Hale, Dr. Ramon Lopez, Dr. James Alvarez, Noyce Scholar Leader Adele Quintana, and Project Coordinator Jamie Williams. Also, many thanks to our amazing and talented Noyce Scholars, our school-based Mentor teachers, and partner school districts.
School District Partners: Dallas, Ft. Worth, Arlington, Mansfield, Hurst-Euless-Bedford, Grand Prairie, and Irving Independent School Districts
Recruiting and Preparing a New Generation of Mathematics, Science, and Computer Science Teachers for High-Need Schools, Noyce Award #1758507 (2018 - 2023)
Mission: To recruit and prepare highly qualified secondary science, mathematics, and computer science teachers and provide induction support to promote retention for teaching in high-need school districts.
Current Scholars: 19
Graduated Scholars: 20
Publications: 8
Accomplishments: We now have 20 Noyce Scholar who graduated and are teaching, and 19 Scholars still in the program preparing to graduate. These Scholars are making/will make a significant positive impact on the STEM education of students in our high-need school districts. We are proud of their hard work and dedication to teaching.
Recruitment Strategies: The most successful recruitment efforts include personal visits/presentations on the Noyce program by our PI and Co-PI team members in large enrollment STEM classes as well as posters, flyers, and electronic announcements. Other recruitment efforts include promotion of the program at Freshman and new transfer student orientations, partnerships with community colleges for recruitment, and pizza lunches for potential recruits led by our leadership team and current Noyce Scholars.
Retention Strategies: Retention strategies include assigning and supporting school-based Mentor Teachers to work with our new Scholar teachers. The work of our grant supported a Noyce Scholar Leader, a retired mathematics and science teacher who provides continuous induction support in the Scholars' first years of teaching. Finally, we maintain contact and connection with graduates, including inviting them to participate in our programs (particularly our welcome seminars for new Noyce Scholars and graduation celebration events each year).
Systemic and Cultural Change: This NSF Noyce Scholarship program is our fourth grant program and our positive record for preparing high quality teachers has gained much attention from students and academic leaders across campus, as well as from partner school districts. The combination of the Noyce Scholarship program and UTeach Arlington program has fostered camaraderie and collaboration among our Noyce Leadership Team, STEM and STEM Education faculty, and our school-based Mentor Teachers in support of our teacher candidates. Working together we have well-established processes in place for Scholars, allowing us to focus on helping them learn effective teaching practices, and on building their self-efficacy, sense of belonging, and success. Our Noyce and UTeach programs together provide an academic “home” for STEM majors who wish to add teaching certification to their degrees. The renovated physical space on campus to house our programs, as well as support staff and faculty offices located near dedicated classroom and student resource room spaces help students navigate through their programs with consistent support from our team toward completion. The sense of community built among Noyce Scholars – those graduated and still in the program – greatly enhances our program in every aspect, including recruitment and retention. The project’s Near-Peer Mentoring program provides additional guidance and networking between teacher graduates and students still in the program, further supporting their success. Our school district partners recognize the quality of our Noyce Scholars, and graduates are heavily recruited into teaching positions, often before they graduate. Together our Noyce and UTeach programs provide a pathway and funding support for students, where so many are first generation college students and may otherwise struggle to afford to stay in school. As a Hispanic Serving Institution, we have recruited a higher percentage of Hispanic students into our Noyce program than the overall percentage attending the university, and where bilingual teachers are in high demand, particularly in science and mathematics. The Noyce and UTeach programs together have significantly increased STEM teacher production at our institution. We are proud of our diverse population of STEM teachers who are well prepared and teaching/will soon teach in high-need school districts where they are most needed.
Impacts: The 20 Noyce Scholar graduates who are teaching and the 19 Scholars currently in the program are positively impacting/will impact the STEM education of thousands of students in high-need school districts, a number that could reach hundreds of thousands of students over their careers. The Noyce Scholar teachers will educate the next generation of scientists, mathematicians, computer scientists, and engineers, and contribute to promoting the scientific literacy of our citizens, all of which are so desperately needed in today’s society. The high-quality STEM education students attain from our Noyce teacher graduates is invaluable to their own futures, and to the future of the nation.
Acknowledgements: Many thanks to the Leadership Team of this Noyce Project: PI Dr. Ann Cavallo, Co-PIs Dr. Greg Hale, Dr. Ramon Lopez, Dr. James Alvarez, and Dr. Carter Tiernan, Noyce Scholar Leader Adele Quintana, and Project Coordinator Jamie Williams. Also, many thanks to our amazing and talented Noyce Scholars, our school-based Mentor teachers, Near-Peer Mentors, and partner school districts.
School District Partners: Dallas, Ft. Worth, Arlington, Mansfield, Hurst-Euless-Bedford, Grand Prairie, Irving, and Kennedale Independent School Districts
Robert Noyce Scholarship Program for Science and Mathematics Teachers, Noyce Award #1035483 (2010-2016)
Mission: To recruit and prepare highly qualified middle and secondary science and mathematics teachers and provide induction support to promote retention for teaching in high-need school districts.
Graduated Scholars: 69
Publications: 8
Accomplishments: Out of 69 graduates, 61 are still currently teaching science and mathematics in a high-need school district.
Recruitment Strategies: The most successful recruitment efforts include personal visits/presentations on the Noyce program by our PI and Co-PI team members in large enrollment STEM classes as well as posters, flyers and electronic announcements. Additional recruitment strategies include promotions of the program at Freshman and new transfer student orientations and pizza lunches for potential recruits led by our leadership team and current Noyce Scholars. In addition, starting the UTeach Arlington program at the same time as this Noyce grant award allowed us to expand the Noyce program and recruitment efforts, where students were now able to earn teacher certification alongside their degree.
Retention Strategies: Retention strategies include assigning and supporting school-based Mentor Teachers to work with our new Scholar teachers. The work of our grant supported a Noyce Scholar Leader, a retired mathematics and science teacher who provides continuous induction support in the Scholars' first years of teaching. Finally, we maintained contact and connection with graduates, including inviting them to participate in our programs (particularly our welcome seminars for new Noyce Scholars and graduation celebration events each year).
Systemic and Cultural Change: Our 2010 Noyce program coincided with the launch of our UTeach Arlington program. Due to the combination of the Noyce scholarship grant and UTeach at our institution, we significantly increased science and mathematics teacher graduates from an average of 5 per year to 101 graduates in two years. As a Hispanic Serving Institution, the percentage of Hispanic students who graduate from our Noyce and UTeach programs is greater than (by almost double) the percentage attending the university overall. Our Noyce and UTeach programs provided a pathway and funding support, increasing new STEM teacher production at our institution - teachers who are well prepared to teach in high-need school districts.
Impacts: Out of 69 graduates, 61 well-prepared Noyce Scholars are still teaching in high-need school districts, positively impacting the STEM education of thousands of middle and high school students, with most graduates teaching in the Dallas-Ft. Worth metropolitan area.
Acknowledgements: Many thanks to the Leadership Team of this Noyce Project: PI Dr. Ann Cavallo, Co-PIs Dr. Greg Hale, Dr. Ramon Lopez, Dr. Theresa Jorgensen, Dr. Laura Mydlarz, and Noyce Scholar Leader Adele Quintana, and Project Coordinator Jamie Williams. Also, many thanks to our amazing and talented Noyce Scholars, our school-based Mentor teachers, and partner school districts.
School District Partners: Dallas, Ft. Worth, Arlington, Mansfield, Hurst-Euless-Bedford, Grand Prairie, and Irving Independent School Districts
Robert Noyce Scholarship Program for Science and Mathematics Teachers, Noyce Award #0833343 (2008-2013)
Mission: Recruit and prepare highly qualified physical science and mathematics teachers and provide induction support for teaching in high-need school districts.
Graduated Scholars: 42
Publications: 4
Accomplishments: Of the 42 graduates, 38 are still teaching math and science in a high-need school district, and 1 (our first Noyce awardee and graduate) is a high-need school district mathematics curriculum coordinator.
Recruitment Strategies: The most successful recruitment efforts include personal visits/presentations on the Noyce program by our PI and Co-PI team members in large enrollment STEM classes as well as posters, flyers and electronic announcements. Additional recruitment strategies include promotions of the program at Freshman and new transfer student orientations and pizza lunches for potential recruits led by our leadership team and current Noyce Scholars. In addition, starting the UTeach Arlington program at the same time as this Noyce grant award allowed us to expand the Noyce program and recruitment efforts, where students were now able to earn teacher certification alongside their degree.
Retention Strategies: Retention strategies include assigning and supporting school-based Mentor Teachers to work with our new Scholar teachers. The work of our grant supported a Noyce Scholar Leader, a retired mathematics and science teacher who provides continuous induction support in the Scholars' first years of teaching. Finally, we maintained contact and connection with graduates, including inviting them to participate in our programs (particularly our welcome seminars for new Noyce Scholars and graduation celebration events each year).
Systemic and Cultural Change: With our Noyce program and coinciding UTeach Arlington program, we increased science and mathematics teacher graduates from an average of 5 per year to over 50 per year. As a Hispanic Serving Institution, the percentage of Hispanic students who graduate from our Noyce and UTeach programs is greater than (by almost double) the percentage attending the university overall.
Impacts: A total of 38 highly qualified science and mathematics teachers are teaching in high-need school districts, positively impacting the STEM education thousands of students, with the majority teaching in the Dallas-Ft. Worth metropolitan area.
Acknowledgements: Thank you to the Leadership Team of this Noyce Project: PI Dr. Ann Cavallo, Co-PIs Dr. Greg Hale, Dr. Ramon Lopez, Dr. James Alvarez; Noyce Scholar Leader Adele Quintana and Project Coordinator Jamie Williams. Also many thanks to our amazing and talented Noyce Scholars and our partner school districts!
School District Partners: Dallas, Ft. Worth, Arlington, Mansfield, Hurst-Euless-Bedford, Grand Prairie, and Irving Independent School Districts
Preparing STEM and Computer Science Educators for Teaching in Rural High-Need Schools, Noyce Awards #0934714 (2009 - 2014), #1540802 (2015-2020) and #1950218 (2020 - 2025)
Mission: The University of Vermont (UVM) Noyce Program is designed to recruit, prepare, and retain secondary STEM+CS teachers teaching in rural and high need schools with strong content and pedagogical expertise in science, mathematics, and computer science.
Current Scholars: 6
Graduated Scholars: 57
Publications:
Roering, A. J.; Elrod, L. T.; Pagano, J. K.; Guillot, S. L.; Chan, S. M.; Tanski, J. M.; Waterman, R. (2013). A General, Zirconium-Mediated Synthesis of Phosphaalkenes with Liberation of Phosphaformamides. Dalton Trans., 42, 1159–1167.
Toolin, R. & Meyers, H. (2020). An Analysis of Noyce Scholar Personal and Professional Self Efficacy. International Journal of Social Policy and Education, 2(9): 17-24.
Toolin, R. (2020). Assessment for instruction: Noyce scholar use of student performance data. F1000Research 2020, 9,1322.
Toolin, R., Meyers, H., Farrell, R. (2019). Preservice Teachers' Use of Student Data: A Multiple-Case Study of Noyce Scholar Assessment Practices. AERA Online Paper Repository. https://doi.org/10.3102/1441044
Accomplishments: Over the past 13 years, UVM’s Noyce program met targeted recruitment goals by awarding 57 stipends to mathematics and science majors and professionals enrolled in the MAT Program and 34 stipends to undergraduate STEM majors in the Noyce Summer Research Program. Most Noyce Scholars have completed MAT program requirements and secured licensure in a STEM teaching field with 43 teachers having met the 2-year teaching obligation in a high-need district, 7 teachers currently working on their 2-year teaching obligation, and 6 Scholars currently enrolled in the MAT Program working toward licensure in a STEM discipline.
Recruitment Strategies: We work with UVM’s Division of Human Resources, Diversity and Multicultural Affairs, and Mosaic Center and with institutions regionally and nationally serving underrepresented populations in order to attract a more diverse pool of applicants. Additionally, we conduct presentations in STEM and computer science undergraduate classes and during advisement sessions to inform students of STEM+CS teaching careers and the Noyce Program. We engage with UVM STEM organizations (Mosaic Center, Computer Science Crew, UVM Chem. Cats, etc.) to promote STEM+CS teaching as a career option. We advertise locally and regionally through STEM+CS departments, UVM Graduate College, UVM MAT Program website, and the UVM Noyce website. We conduct direct email marketing to 4-year undergraduate STEM+CS Departments in northeast colleges and universities. We host a Noyce Open House in the fall to inform students and STEM professionals of UVM’s Noyce Program requirements and application process.
Systemic and Cultural Change: Over the last 13 years, substantive partnerships were created with environmental science, mathematics, computer science, and engineering faculty that have led to greater interaction with community and statewide groups such as the Leahy ECHO Science Center, Shelburne Farms (non-profit education center for sustainability), and the VT Agency of Education leading to new programs such as the CS licensure program.
Impacts: The Noyce program began operation in 2009 with the promise of engaging high quality candidates with an exemplary program of study and practice. On the whole, we have been successful in recruiting competent, talented, enthusiastic, and committed Scholars to the Noyce and MAT programs. Through innovative programs, seminars, field trips, professional conferences, and other STEM opportunities designed for the Scholars, the Noyce program created a sense of community where Scholars engaged with each other in supportive ways throughout their MAT and Noyce experiences. Program evaluations revealed that Scholars valued the Noyce and MAT program experiences as fundamental to contributing to their professional growth, particularly in the implementation of inquiry-based projects and proficiency-based assessments during their solo teaching experiences. The program was consistent in its ability to recruit a talented and committed group of teachers to mentor the Scholars in the field. Some of these mentors were Noyce Scholars themselves with the potential for even more Noyce Scholar mentors in the years to come.
Acknowledgements: We would like to acknowledge the efforts and contributions of UVM's College of Education and Social Services, College of Arts and Sciences, Rubenstein School for Environment and Natural Resources, the College of Engineering and Mathematical Sciences and all our school district partners. Special thanks to Noyce PI and CoPIs – Regina Toolin, PI, Lisa Dion Co-PI, Carmen Petrick-Smith, Co-PI, Rory Waterman, Co-PI.
School District Partners: Montpelier, Mount Abraham, Washington, Franklin Northwest, Missisquoi, Union 32, and Vergennes School Districts
UWF-Teach Noyce Scholars Program: Robert Noyce Teacher Scholarship Program, Noyce Award #1660615 (2017 - 2023)
Mission: UWF-Teach Noyce Scholars Program (UWF-Teach NSP) is a broad, collaborative and multi-faceted project that brings together university faculty and students, experienced middle and high school teachers, school districts, and informal education partners to recruit, graduate, and retain highly qualified STEM teachers for high-need schools in Northwest Florida.
Current Scholars: 4
Graduated Scholars: 6
Videos:
Accomplishments: Prior to this grant, the Northwest Florida region did not have an undergraduate degree pathway for secondary professional teacher certification. The Noyce Scholarship Program has produced much-needed, high-quality STEM teachers for local high-need school districts, with more students currently in the pipeline.
Recruitment Strategies: Over the course of the grant, 59 STEM majors have been recruited to enroll in an introductory education course. Of these STEM majors, 76.9% have either subsequently entered the UWF-Teach program or expressed interest in being a STEM teacher, with 71.8% reporting that the course helped them to decide to go into teaching. Other strategies that have been successful approaches to recruitment include one-on-one conversations with prospective scholars and targeted dissemination to underrepresented student groups.
Systemic and Cultural Change: Prior to this award, the institution was awarded funding for a capacity-building grant, titled “Recruiting Impassioned STEM Educators (RISE)” (NSF #1540792). Five new STEM degrees (Biology w/Teaching, Chemistry w/Teaching, Environmental Science w/Teaching, Mathematics w/Teaching, and Physics w/Teaching) were developed as part of this earlier grant and implemented in the current award. These new STEM majors were collaboratively developed by the College of Science and Engineering and the College of Education and Professional Studies to ensure that high-quality STEM teachers are produced with courses of study that place emphasis on both educator preparation and the STEM content area. Thirteen Noyce scholars and an additional 44 students have declared these majors since the inception of the STEM with teaching degrees.
Impacts: The UWF-Teach NSP has made a substantial impact on its graduates. All of the graduated scholars reported that the UWF-Teach program helped prepare them for teaching in high-need LEAs. One graduated scholar said "the program helped me feel how important it was to teach in high needs schools. How much care these children need opened my eyes to want to do so.” Additionally, graduates reported that the Noyce scholarship was very important because it allowed them to reduce or quit outside work so that they could focus on their studies, fully absorb the wisdom imparted by the professors of the program, and ultimately become better teachers.
Acknowledgements: Pensacola MESS Hall (Megan Pratt and Sarabeth Gordon), Navarre Beach Marine Science Station (Charlene Mauro), and Institute for Biomedical Philosophy (Dr. Melissa Demetrikopoulos)
School District Partners: Escambia County and Santa Rosa County District Schools
WINS -Wake Innovative Noyce Scholars, Noyce Award #0934693 (2009 - 2016)
Mission: This grant supported the preparation of math and science teachers for high-need high schools.
Graduated Scholars: 31
Publications: 3 - 6
Accomplishments: The biggest impact of our program has been to populate the local and regional high schools with well qualified and highly effective math and science teachers.
Recruitment & Retention Strategies: We supported programs that intentionally provided information and support for diverse teachers and for diverse high school students.
Systemic and Cultural Change: My institution has become more aware and more focused on supporting diversity. This is not totally due to the Noyce grant, but the grant was an important component.
Impacts: This program has facilitated recruitment, retention, and mentoring of diverse teachers. They earned a master's degree and state teacher licensure.
School District Partners: Winston-Salem Forsyth County Schools
Winthrop Initiative for STEM Educators (WISE), Noyce Award #1035322 (2010 - 2016) and #1540690 (2015 - 2021)
Mission: WISE focused on recruiting STEM majors via both internship and scholarship components to become K-12 teachers by supporting their growth through a program that prepares them to work with diverse populations and remain in the teaching profession.
Current Scholars: 10
Graduated Scholars: 64
Publications:
Amico, L., Costner, K., Costner, B., Bell, C., Johnson, L., & Jeffries, R. (2020). STEM Teaching and Teacher Retention in High-Need School Districts. Special Issue: School-University Partnerships 12(4): The Impact of Teacher. https://3atjfr1bmy981egf6x3utg20-wpengine.netdna-ssl.com/wp-content/uploads/2020/07/05-SUP-124-DAmico-et-al.pdf
Accomplishments: Our recruitment internship, designed for Phase 1, evolved over time to center all research, education, and extracurricular activities around the theme of water. This cohesive early summer experience highlights our city’s location on, and relationship with, the Catawba River, and has proven successful in attracting more STEM majors to our teacher preparation programs.
Recruitment & Retention Strategies:
- The development of a community of engaged STEM educators at the preservice, induction, and experienced teacher/mentor levels that in itself is attractive because of the support such a generation-spanning group provides.
- The design and implementation of a cohesive, water-themed summer internship experience that helps our participants develop positive views about K-12 education and their potential to engage with the world of education.
Systemic and Cultural Change: Financial support through scholarships allowed more students to choose our MAT-Accelerated program (a “fifth-year” master’s degree), which provides more time for content focus in the STEM major during the first four years of preparation. The MAT-Accelerated has now become the path most commonly chosen by those seeking certification as STEM teachers.
Impacts: From 2010 to 2021, our institution has increased the number of STEM teacher completers by almost 200%.
Acknowledgements: Winthrop School-University Partnership Network, Catawba Riverkeeper Foundation, and South Carolina Project WET (Water Education Today)
School District Partners: Rock Hill, York, Lancaster County, Chester County, Union County, Fort Mill, Clover, Chesterfield County, and Fairfield County School Districts
Additional Comments: As an adjustment to Covid-19 protocols and the retirement of our previous mentor to first-year Scholars, we moved our first-year Scholar mentoring to a virtual platform starting in Fall of 2020. During this current academic year due to the longevity of our program, we have been able to recruit WISE Scholars that are experienced teachers but not necessarily working locally to mentor the first-year Scholars virtually. This has helped us keep the WISE network connected for those not living nearby and allowed new teacher Scholars to benefit from the support of experienced WISE Scholars.
Track 2: Teaching Fellowships
A Model NSF Teaching Fellowship Program to Improve STEM Teacher Recruitment, Preparation, Professional Development, and Retention in Rural High-Need Schools, Noyce Award #1557320 (2016 - 2022)
Mission: This program recruits and develops a community of NSF Teaching Fellows and selected experienced STEM teachers to collaboratively improve their teaching practice and develop leadership skills in STEM education, serving high-need rural Maine districts.
Current Fellows: 16
Graduated Fellows: 4
Publications:
Ward, Samuel R., "The Impact of Elementary Mathematics Coaches on Elementary Teachers' Attitudes Towards Teaching Mathematics" (2020). Electronic Theses and Dissertations. 3225. https://digitalcommons.library.umaine.edu/etd/3225
Siddons, Christina, "How Students Communicate Knowledge: Written Versus Drawn Responses to Formative Assessment Questions in an Introductory Undergraduate Marine Science Course" (2020). Electronic Theses and Dissertations. 3227. https://digitalcommons.library.umaine.edu/etd/3227
Akiha, Kenneth, "What Types of Instructional Shifts do Students Experience? Investigating Active Learning in STEM Classes across Key Transition Points from Middle School to the University Level" (2017). Electronic Theses and Dissertations. 2795. https://digitalcommons.library.umaine.edu/etd/2795
Doran, Erin, "Investigating Maine Secondary Science Teachers Conceptualization of Scientific Argumentation" (2020). Electronic Theses and Dissertations. 3231. https://digitalcommons.library.umaine.edu/etd/3231
Callahan, Amelia R., "Work at the Boundary: A Research-Practice Partnership to Integrate Computer Science into Middle School Science" (2020). Electronic Theses and Dissertations. 3244. https://digitalcommons.library.umaine.edu/etd/3244
Accomplishments: We have established a model of working groups that leads to new and experienced teachers identifying ways to improve their practice and work together to collect evidence and make modifications.
Recruitment & Retention Strategies: We have established a strong, collaborative community of teachers from rural, high-need districts, who work together to improve specific aspects of their practice, guided by university faculty and staff. This model leads to early-career and experienced teachers implementing research-based strategies, collecting evidence about their impacts, and reflecting on further refinements to achieve their student learning outcomes. It has also cultivated STEM teacher leadership in these high-need districts.
Systemic and Cultural Change: This program has led to changes in the way that teachers are prepared in the University of Maine’s Master of Science in Teaching (MST) Program. One key modification has been implementation of a one-credit teaching practicum to help prepare MST students for their student teaching experience. Through the practicum, students have an opportunity to observe and learn in the classroom of an experienced teacher. One goal of this experience is to better ground MST student learning (that includes in-depth exploration of research literature and the role of research in practice) in the real opportunities and challenges of a classroom setting. Also new last year was another one-credit seminar that includes important topics related to teaching not normally covered in sufficient depth in other parts of the MST Program, such as state and national standards for science and mathematics, ethical issues that can arise in teaching, and formative assessment. Another step taken to improve preservice STEM teacher preparation as a result of this project has been an increased focus on developing MST student awareness of the challenges faced by students in rural, high-need areas. Maine has recently begun supporting social and emotional learning (SEL) as part of the PreK-12 curriculum. Members of the NSF Teaching Fellowship Program have been learning about how to apply effective SEL instructional strategies in STEM teaching and learning. This knowledge is being used to build a series of professional learning sessions for their colleagues.
Impacts: This program has recruited teachers to high-need Maine districts and kept them there. It has increased the focus of our teacher preparation program on the needs of students and schools in rural, economically challenged areas. It has helped the university more effectively support STEM learning and teacher retention in these schools.
Acknowledgements: We very gratefully acknowledge our 27 school district partners, who have contributed to the development of the teachers in our community in very significant ways. We also thank Inverness Research and the Schoodic Institute at Acadia National Park for their helpful input as external evaluators. This program has built lasting professional connections and friendships among teachers in relatively isolated rural schools. It has been incredibly valuable in supporting professional growth for the teachers and faculty involved.
School District Partners: Bangor, Brewer, and Brunswick School Departments; Central Lincoln County School System (Alternative Organizational Structure 93); Cheverus High School; East Grand School; Ellsworth School Department; Five Town Schools; Hermon School Department; Kittery School District; Lincoln Academy; Maine School Administrative Districts 24, 41, 52, 60, and 75; Mount Desert Island Regional School System (Alternative Organizational Structure 91); Portland Public Schools; Regional School Units 6, 9, 15, 19, 22, 24, 26, 34, and 57
Track 3: Master Teacher Fellowships
Preparing STEM Master Teacher Fellows in the Greater New York City Area, Noyce Award #1758317 (2018 - 2024)
Mission: The project's goals are to develop K-12 teacher leaders, with a focus on groups who are underrepresented in STEM, improve K-12 STEM instruction, and increase understanding of teacher development for STEM pedagogy.
Current Master Teacher Fellows: 14
Publications:
Gunning, A. M., & Marrero, M. E., & Larson, K. V. (2021, July), Studying In-service Teacher Professional Development on Purposeful Integration of Engineering into K-12 STEM Teaching (Research to Practice) Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/37778
Accomplishments: Fellows have successfully led STEM education initiatives in their schools and districts despite the pandemic.
Recruitment & Retention Strategies: Personal mentoring and grant support for teacher initiatives in the schools.
Systemic and Cultural Change: Our project has helped get our new STEM education graduate program off the ground.
Impacts: The program has improved STEM instruction access for K-12 students in the Fellows' schools.
Acknowledgements: Mercy College Center for STEM Education, NYU Tandon School of Engineering, and Center for the Urban River at Beczak
School District Partners: City School District of New Rochelle, Port Chester School District, Yonkers Public Schools, and Elmsford Union Free School District
The Rice University Robert Noyce Master Teaching Fellowship Program/RU-MTF, Noyce Award #1556006 (2016 - 2021)
Mission: The overarching goal of RU-MTF was to develop exceptional secondary mathematics teachers into leaders who are deeply grounded in sound mathematical content and research-based pedagogical, leadership, adult education, and mathematics advocacy skills.
Graduated Master Teacher Fellows: 14
Publications: 34 (View all, here)
Accomplishments: I am most proud of the heroic efforts of our MTFs during COVID-19 when leadership was especially crucial.
Recruitment & Retention Strategies: Making personal connections were essential to recruiting MTFs. Treating teachers as the professionals that they are and providing support ensures retention.
Systemic and Cultural Change: The community came to depend on the expertise, support, guidance, and leadership efforts of our university center (RUSMP) and MTFs during COVID-19.
Impacts: The program further developed 14 incredibly talented leaders who are assuming greater roles in their schools, school district, and community.
Acknowledgements: Rice University School Mathematics Project (RUSMP), Rice University, AVID, Houston ISD, and The Center for the Healing of Racism
School District Partners: Houston Independent School District
River Region Master Teaching Fellowships in Environmental Sustainability, Noyce Award #1758497 (2018 - 2023)
Mission: Through teacher professional development, science literacy enhancement, evidence-based pedagogy, and authentic research experiences, our Master Teaching Fellows (MTFs) are leading their schools, districts, and communities to transform education across the River Region* and bring about positive change in STEM achievement. (*Region between the Mississippi, Ohio and Wabash Rivers.)
Current Master Teacher Fellows: 14
Publications: Eight scientific research publications in peer-reviewed journals have been completed with teachers, staff, undergraduates and graduate students as authors and two MS thesis have been completed by a student supported by the program. We have had 27 presentations concerning project outcomes given by MTFs and staff at professional conferences.
Accomplishments: We are most proud of how our teachers go beyond our expectations to form synergistic collaborations and to creatively engage their students in active science learning that is focused around local environmental issues. Through coursework and research experiences, MTFs now see themselves as scientists, and they are training their students to think and act like scientists. Authentic research comes naturally to them; they are proficiently translating their research experiences into innovative classroom practices that are interdisciplinary and student-centered. We see progressively increased confidence and expertise in our teachers such that they are now leading efforts in their schools and districts to transform the way STEM is taught and perceived in our rural communities.
Systemic and Cultural Change: We build community and provide support with resources and expertise to enhance retention of teachers from diverse backgrounds. Each year, additional STEM teachers in our region join our MTFs and scientists in the Summer Research Immersion. They become part of our community of practice and are involved in other Noyce activities as they are able. We are also leading efforts through our non-profit, the Southern Illinois Community Foundation, to provide meaningful STEM professional development sessions to all teachers across Southern Illinois. Inter-institutional and inter-classroom collaborations are a cornerstone of our efforts. Our teacher network is strong and growing, and provides a multifaceted mentoring structure for novice teachers and for stimulating innovations in STEM education.
Impacts: All of the activities in our program are designed to provide powerful experiences that enable teachers to become highly effective STEM educators and leaders in their schools and districts. Our teachers impact more than 3000 students each year. These students engage in hands-on, inquiry and place-based STEM activities that are innovative and relevant to their lives. The program provides teaching resources, including expendables and equipment, to teachers to engage students in activities that improve learning outcomes and develop research skills. This year, we were able to provide compound and dissecting microscopes equipped with cameras to 11 MTFs who teach life science classes.
Since the program began, we have seen a progressive broadening of engagement and interest in underrepresented students and students with disabilities in science and math learning activities. Our MTFs teach in schools that are in socioeconomically depressed rural settings with poor performance on standardized tests. One MTF teaches at a high school with 98% African American enrollment. Four of our 14 MTFs are (or were) special education teachers. These teachers are focused on science as a particularly effective means to involve diverse learners. Their Action Research has shown enhanced interest, engagement, and learning in every curricular intervention.
For fall 2022, our MTFs are designing and will lead a Family Sustainability Day to engage members of our rural communities in hands-on activities, STEM demonstrations, creative arts and crafts, music, and food related to environmental sustainability.
Acknowledgements: Karen Renzaglia, David Gibson, Leslie Duram, Michael Lydy, Judith Green, Barkhausen Cache River Wetlands Center, Missouri Botanical Garden’s Earthways Center, Heidi Bacon, Renee Lopez-Swalls, Jason Henry, Laxmi Sagwan Barkdoll, Ingrid Felsl, Faith Hudgens, Luis Prado, William Browning, Ryan Welsh
School District Partners: Cairo School District 1, Carterville CUSD 5, Collinsville CUSD 10, DuQuoin School District 84, Marion CUSD 2, Mount Vernon City Schools District 80, Murphysboro CUSD 186, Salem School District 111, Sesser-Valier CUSD 196, and Anna-Jonesboro CHSD 81
Publications/Presentations/Videos
Journal publications:
- R. Lopez Swalls, K. Renzaglia (2020). Summer Research Immersion: Teacher Training and Authentic Research Experiences Improves STEM Learning While Strengthening Teacher Identity As Practicing Scientists. (Conference Paper). 13th Annual International Conference of Education, Research and Innovation. https://library.iated.org/view/LOPEZSWALLS2020SUM
- Henry, J. S., Ligrone, R., Vaughn, K. C., Lopez, R. A., & Renzaglia, K. S. (2021). Cell wall polymers in the Phaeoceros placenta reflect developmental and functional differences across generations. Bryophyte Diversity and Evolution, 43(1), 265–283. https://doi.org/10.11646/bde.43.1.19
- Renzaglia, K. S., Lopez, R. A., Welsh, R. D., Owen, H. A., & Merced, A. (2020). Callose in sporogenesis: novel composition of the inner spore wall in hornworts. Plant Systematics and Evolution, 306(2), 1-9. https://doi.org/10.1007/s00606-020-01631-5
- Rabbi, Fazle and Renzaglia, Karen S. and Ashton, Neil W. and Suh, Dae-Yeon. (2020). Reactive oxygen species are required for spore-wall formation in Physcomitrella patens. Botany, 98(10), 575 -587. https://doi.org/10.1139/cjb-2020-0012
- Henry, Jason S. and Lopez, Renee A. and Renzaglia, Karen S. (2020). Differential localization of cell wall polymers across generations in the placenta of Marchantia polymorpha. Journal of Plant Research, 133(6), 911-924. https://doi.org/10.1007/s10265-020-01232-w
- Renzaglia, Karen S. and Browning, William B. and Merced, Amelia. (2020). With Over 60 Independent Losses, Stomata Are Expendable in Mosses. Frontiers in Plant Science. 11. https://doi.org/10.3389/fpls.2020.00567
- Daryl G. Kroner, Pamela Plunkett & Michael J. Lydy (2020) Taking the Bite out of Mosquito Bites: The Role of Perceived Risk, International Journal of Environmental Health Research, 32(1), 18-28. https://doi.org/10.1080/09603123.2020.1721444
- Frangedakis, E., Shimamura, M., Villarreal, J.C., Li, F.W., Tomaselli, M., Waller, M., Sakakibara, K., Renzaglia, K.S. and Szövényi, P. (2021). The hornworts: morphology, evolution and development. New Phytologist 229(2), 735-754. https://doi.org/10.1111/nph.16874
Theses:
- Hudgens, F., (2021). An Assessment of Stream Quality in Relation to Population Health of Plantago cordata. Thesis. Southern Illinois University at Carbondale.
- Prado, Luis. (2022). Investigating Environmental Justice Education in Rural, Title 1 STEM Classrooms. Thesis. Southern Illinois University at Carbondale.
Presentations concerning project outcomes given by MTFs and staff at professional conferences:
- Ayssa Weisenstein and Megin Rice (2020). Students to Scientists - Transformative Action Research. Video. 2020 Noyce Virtual Summit. https://www.noycevirtualsummit.com
- Karen Renzaglia, David Gibson, Renee Lopez-Swalls, Heidi Bacon, Judith Green, Leslie Duram, Michael Lydy (2020). River Region Master Teaching Fellowships in Environmental Sustainability. 2020 Noyce Virtual Summit. https://www.noycevirtualsummit.com
- April Bartnick (2020). Zoom in on STEAM. 2020 Sigma Xi STEM Art and Film Festival.
- April Bartnick and Meteicha Green (2019). "Growing Citizen Scientists in Carruther's Pollinator Garden." 2019 Noyce Midwest Regional Conference. St Louis, MO.
- April Bartnick and Meteicha Green (2020). Citizen Science: Monarch Rearing in the Classroom. Science in the South. SIUC, Carbondale, IL.
- John Casebolt, (2020). You ARE the Father: Using Genetics to Teach Adding and Subtracting the Polynomials. Science in the South. SIUC, Carbondale, IL.
- Tiffany Sulser and Craig Kirchner (2020). Life Cycle of the C-Fern: Hands-On Curriculum Units for Middle School and High School Life Science. Science in the South. SIUC, Carbondale, IL.
- L.A. Duram and J. Schoof (2020). Teaching Sustainability and Action: Geography of Climate Change. Illinois Innovation Network Research Conference on Sustainability. L. A. Duram (2020). People and Climate Change: Teaching a Social Science Geography Course. West Lakes Division of the Association of American Geographers.
- Holly Dunderdale, Megin Rice, Alyssa Weisenstein and Andrea Burzynski (2020). Scientific Research in the Classroom: Peer Led Community Learning. Presenter. Science in the South. SIUC, Carbondale, IL.
- April Bartnick and Meteicha Green (2021). Monarch Butterflies, STEAM and Community Integration. 25th Annual Science in the South Conference. SIUC, Carbondale, IL.
- John Casebolt (2021). Numbers in Multiple Dimensions. 25th Annual Science in the South Conference
- Andrea Burzynski, Holly Dunderdale, Megin Rice, and Alyssa Weisenstein (2021). Scientific Research in the Secondary Classroom-Peer Led Community Learning. Midwest Regional Robert Noyce Teacher Conference.
- Heidi R Bacon, Karen Renzaglia, David Gibson, and Renee Lopez-Swalls (2021). A novel approach to STEM teaching through a cross-disciplinary, multi-classroom authentic research collaboration. Association of Teacher Educators Annual Meeting.
- Andrea Burzynski, Holly Dunderdale, Megin Rice, and Alyssa Weisenstein (2021). Scientific Research in the Secondary Classroom: Peer Led Community Learning. Illinois Innovation Network – Research Conference on Sustainability.
- Lopez, R; Henry, J; Renzaglia, K (2021). Comparative Polymer Composition of Sequential Cell Walls During Motile Gamete Development in Early Land Plants. 82nd Annual Meeting of the Association of Southeastern Biologists.
- April Bartnick (2021). Engaging Diverse Learners with Art Integration and STEAM. Midwest Regional Robert Noyce Teacher Conference.
- L. A. Duram (2021). Geographic Environmental Education: Teaching Climate Change from a Social Science Perspective. American Association of Geographers.
- Renee Lopez, Faith Hudgens, Ryan Welsh, David Gibson, and Karen Renzaglia (2021). Teacher Training and Authentic Research Experiences Improve STEM Learning While Strengthening Teacher Identity as Practicing Scientists. Midwest Regional Robert Noyce Teacher Conference.
- Tiffany Sulser (2021). The Impact of Scientific Investigation on Student Comprehension and Comfort with Complex Scientific Topics. Midwest Regional Robert Noyce Teacher Conference.
- Lindsay Adams, April Bartnick, and John Casebolt (2021). Water Quality Across Grade Levels. 25th Annual Science in the South Conference.
- Lindsay Adams, April Bartnick, and John Casebolt (2021). Water Quality Across Grade Levels. Environmental Education Association of Illinois Annual Conference
- Tiffany Sulser and Craig Kirchner (2022). A Sense of Place: Using Place-based Instruction to Teach Life, Earth, and Environmental Sciences in Rural Elementary and High School Classrooms. Midwest Regional Robert Noyce Teacher Conference.
- April Bartnick (2022). Making the Tardi-Grade: Measuring student engagement, fascination, and competency beliefs with art integration and hands-on science. Midwest Regional Robert Noyce Teacher Conference.
- Meteicha Green and April Bartnick (2022). How a Year of Conservation and Creativity Were Implemented at Two Rural Southern Illinois Schools. Midwest Regional Robert Noyce Teacher Conference.
- Amy Telford (2022). Diatoms Tell the Story: Students study lake paleolimnology by interpreting diatom data. Midwest Regional Robert Noyce Teacher Conference.
- Megin Rice and Emily Richbourg (2022). Student Engagement: Researching Biodiversity Along the Cache River. Midwest Regional Robert Noyce Teacher Conference.
- Renee Lopez-Swalls, Ingrid Felsl, David Gibson, Karen Renzaglia (2022). Empowering teachers to transform STEM education in Southern Illinois.
MTF Videos:
NebraskaNOYCE, Noyce Award #1035268 (2011 - 2017)
Mission: Support K-12 mathematics teacher leaders to positively impact mathematics teaching and learning in high-need districts statewide.
Graduated Master Teacher Fellows: 30
Publications: 7
Accomplishments: All of the Master Teaching Fellows (MTFs) stayed in education, and most have stayed connected to each other. Some have shifted out of the classroom to serve as district mathematics supervisors or even college faculty preparing the next generation of teachers.
Recruitment & Retention Strategies: Treat teachers as professionals and provide opportunities for teachers to feel they are having an impact beyond their own classroom.
Systemic and Cultural Change: Our program helped institutionalize the practice of co-teaching graduate courses for K-12 teachers with faculty and MTFs (or other master teachers).
Impacts: By nurturing a community of K-12 mathematics teacher leaders, even though the grant funding has ended, most of the MTFs continue to seek out leadership opportunities to make a positive impact on equitable mathematics teaching and learning statewide.
Acknowledgements: All of our MTFs and the major school partners who supported our work: Lincoln, Omaha, and Grand Island Public Schools. Also thanks to the original PI team: Jim Lewis, David Fowler, Steve Swidler, Ira Papick and Wendy Smith. And a huge thanks to Lindsay Augustyn, the Assistant Director and Communications Director of the Center for Science, Mathematics, and Computer Education.
School District Partners: Lincoln, Omaha, Grand Island, Scottsbluff, Fremont, Arapahoe, Wood River, Superior, and Falls City Public Schools
Track 4: Research
Interested in learning more about Noyce Track 4 research? Check out the AAAS publication featuring research findings from eight Track 4 projects!
Please note, the information displayed on this page was collected in Spring 2022.
