- Year 2024
- NSF Noyce Award # 2320386
- First Name Simao
- Last Name Luis
- Registration Faculty/Administrator/Other
- Discipline STEM Education (general)
- Role Project Personnel
- Presenters
Simao Luis, Michael Daley, & Cathy Cerosaletti, University of Rochester
Need
This project is crucial because it addresses the critical need for qualified STEM teachers in high-need schools, which often struggle to recruit and retain effective educators. The Noyce Program aims to enhance the pipeline of STEM educators by providing scholarships, stipends, and professional development opportunities. By systematically reviewing the impact of the Noyce Program, this project fulfills several vital needs: 1. Teacher Recruitment and Retention: This section examines how the program influences STEM majors to enter and remain in teaching, ensuring a stable workforce in high-need schools. 2. Professional Development: This section highlights the program’s role in providing ongoing professional development, including leadership training and mentorship, which are crucial for teacher satisfaction and retention. 3. Equity and Diversity: This section addresses the program’s impact on promoting gender equity and increasing minority representation in STEM education. 4. Interdisciplinary Collaboration: Emphasizes the importance of collaboration between STEM and education faculties to enhance teacher preparation programs. 5. Informed Policy and Practice: Provides evidence-based insights to inform policymakers and stakeholders, leading to more effective strategies for improving STEM education in high-need schools.
Research Questions
1. How effectively is the Noyce Program recruiting STEM majors to become teachers in high-need schools? 2. What factors influence the retention of Noyce Program participants in high-need schools? 3. How does the Noyce Program contribute to the professional development of STEM teachers, particularly in leadership and mentorship opportunities? 4. What is the impact of the Noyce Program on promoting gender equity and increasing the representation of minority teachers in STEM education? 5. How do collaborations between STEM and education faculties within the Noyce Program enhance teacher preparation and support? 6. What are the long-term outcomes for students taught by Noyce Program participants in high-need schools?
Approach
This project employs the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines (Moher et al., 2009) and the Joanna Briggs Institute criteria for literature appraisal to ensure a rigorous and comprehensive review process (Aromataris et al., 2024). These frameworks guide the systematic identification, evaluation, and synthesis of empirical studies on the Noyce Program’s impact on STEM teacher recruitment, retention, and professional development. Methodology Literature Search: An extensive search was conducted across major academic databases such as Web of Science, Scopus, and ERIC. This approach ensured the inclusion of high-quality empirical studies relevant to the research questions. Study Selection: Studies were selected based on predefined inclusion and exclusion criteria, focusing on empirical research that evaluated the Noyce Program’s outcomes in high-need schools. Data Extraction and Synthesis: Relevant data from the selected studies were extracted and synthesized to identify common themes, patterns, and outcomes related to the Noyce Program’s effectiveness. The findings are interpreted in light of previous reviews and theoretical frameworks, including Self-Determination Theory (Ryan & Deci, 2000) and the Bioecological Model (Bronfenbrenner & Morris, 2007). This systematic review aims to comprehensively understand the Noyce Program’s effectiveness, informing future strategies for improving STEM education in high-need schools.
Outcomes
Key Findings:1. Recruitment and Retention: The Noyce Program significantly improved the recruitment of STEM majors into teaching, particularly in high-need schools. The program’s participants were likelier to teach in high-need schools, although retention beyond initial service commitments varied (Liou & Lawrenz, 2011; Marder et al., 2022; Zahner et al., 2019).2. Professional Development: Participants reported enhanced professional development, including increased feelings of empowerment, subject expertise, reflective practices, and collaboration skills. Long-term professional development incorporating leadership skills and mentorship was influential in fostering teacher leaders in STEM education (Alemdar et al., 2018; Morrell & Salomone, 2017).3. Gender Equity and Diversity: Targeted scholarships led to notable improvements in gender equity in mathematics education and increased participation of minority teachers. Programs focused on reducing gender disparity and supporting minority teachers showed positive outcomes in engaging these groups in STEM education (Goonatilake et al., 2016; Monarrez et al., 2021).4. Interdisciplinary Collaboration: Effective collaborations between STEM and education faculties were identified as crucial for enhancing STEM teacher preparation programs. These collaborations helped change negative perceptions about STEM teaching careers and increased student support (Evans et al., 2019).5. Program Effectiveness: The review highlighted the role of positive urban teaching experiences in shaping career commitments and emphasized the importance of interdisciplinary collaborations. Despite financial incentives, other factors like personal perceptions of preparation and individual backgrounds were also critical in influencing the decision to teach in high-need areas (Bischoff et al., 2015; Kelly et al., 2015; Toldson & Lewis, 2017).
Broader Impacts
1. Enhancing STEM Education in High-Need SchoolsThe Noyce Program significantly improves STEM education in high-need schools by effectively recruiting and retaining teachers, leading to better student outcomes and greater interest in STEM fields (Liou & Lawrenz, 2011; Marder et al., 2022). 2. Promoting Gender Equity and Diversity. The program’s focus on gender equity and support for minority teachers diversifies the STEM workforce, providing role models and breaking down stereotypes, which fosters an inclusive environment for all students (Goonatilake et al., 2016; Monarrez et al., 2021).3. Supporting Teacher Professional Development. Professional development opportunities in the Noyce Program enhance teachers’ skills, leadership, and job satisfaction, contributing to a stable and effective teaching workforce (Alemdar et al., 2018; Morrell & Salomone, 2017).4. Encouraging Interdisciplinary Collaboration. Interdisciplinary collaborations between STEM and education faculties lead to innovative teaching strategies and improved curriculum design, benefiting teachers and students alike (Evans et al., 2019).5. Informing Policy and Practice. The findings provide valuable insights for policymakers and stakeholders to design and implement effective teacher recruitment and professional development programs, supporting initiatives that enhance STEM education in high-need schools (Bischoff et al., 2015; Kelly et al., 2015; Toldson & Lewis, 2017).6. Long-Term Educational and Societal Benefits. Improving STEM education quality and accessibility contributes to a skilled and diverse workforce, drives innovation, economic growth, and social equity, and positively impacts communities and future generations.
