The Robert Noyce Teacher Scholarship Program

NSF
NSF
  • Home
  • The Program
    • NSF Noyce Program Directors
    • NSF Noyce Program Solicitation
    • Consider Becoming an NSF Noyce Principal Investigator
    • Become a Noyce Scholar or Teacher Leader
      • Noyce Scholar Profiles
      • Noyce Alumni Profiles
    • Voices From the Field Videos
  • Project Locator
    • Select from Map
    • Advanced Search
    • Submit Information
  • In the News
    • In the News
  • Meetings
    • 2022 Noyce Summit
    • 2021 Noyce Summer Events
    • 2020 Virtual Noyce Summit
    • Archived Noyce Summit Materials
    • Noyce Regional Meetings
  • Resources
    • Noyce Track 4 Research Book
    • Proposal Preparation Toolkit
    • Noyce Project Videos
    • Noyce Summit Abstract Catalogs
    • Reports
    • Toolkits
    • ARISE Research Community
  • Contact

Transforming STEM Professionals into Culturally Responsive STEM Teachers (STEMPro)

  • Year 2022
  • NSF Noyce Award # 2153754
  • First Name Paige
  • Last Name Evans
  • Discipline Biological Sciences, Chemistry, Computer Science, Engineering, Geosciences, Mathematics, Physics
  • Co-PI(s)

    Rebecca Forrest, Ramona Mateer, Leah McAlister-Shields, & Virginia Rangel

  • Presenters

    Paige Evans & Leah McAlister-Shields, University of Houston

Need

STEMPro will advance knowledge of recruiting, preparing, and retaining STEM professionals as secondary STEM teachers to teach in high-need school districts. With the critical need for highly effective secondary STEM teachers in the Houston area and across the nation coupled with the decrease in STEM teacher production in the Houston area, the need for teachers with expertise in these areas is burgeoning. The goal is to prepare a diverse group of teachers who will inspire students to become the next generation of the U.S.’s highly diverse STEM workforce. The components of the STEMPro program will expose preservice teachers enrolled in the accelerated teacher certification program to diverse environments early via ongoing field experiences, and through the culturally responsive and inquiry-based curriculum inclusive of a foundational classroom management course. This will better prepare preservice teachers to work with underserved populations. Preservice teacher Noyce recipients will receive mentoring and support for adopting and enacting a culturally responsive pedagogy into their STEM classes from Master Teacher Fellows of a Noyce track 3 grant and from teacher leaders from a UH Multicultural Grant who are specially prepared to teach in Houston’s urban classrooms. Moreover, the STEM Learning Community will create an atmosphere of support as they matriculate through the teacher preparation program.

Goals

The grant team will add to the knowledge base in the following critically important areas: 1) classroom management; 2) STEM Learning Communities; and 3) inclusion of inquiry-based learning and more strategically infusing culturally responsive pedagogy (CRP), focusing on teaching materials and strategies that are aimed at social justice, global citizenry, and sociopolitical knowledge and action.

Approach

Both formative (years 1-4) and summative (year 5) evaluation will be used to assess the extent to which the project goals are met subsequent to and during implementation of program components, utilizing intertwined qualitative/quantitative methods. Formative evaluation will ensure effective program revisions during implementation; summative evaluation will determine the degree to which the program achieved its proposed outcomes, qualitatively and quantitatively.

Outcomes

This project is new. Thus, we do not have any outcomes yet.

Broader Impacts

Through STEMPro partnerships, teachHOUSTON will provide 58 highly qualified STEM teachers to teach in high-need school districts in Greater Houston. In particular, the program will produce five cohorts of teachers for a total of 58 secondary STEM teachers. With over 500 hours of field-based experiences in high-need school districts, upon completion of the program, Noyce recipients will serve as teacher leaders in their schools/districts in incorporating pedagogy that is both inquiry-based and culturally responsive along with a classroom management system that aligns with these pedagogical approaches. Grant researchers will evaluate the impact of including a classroom management course that is both inquiry-based and culturally responsive and add missing pieces to the STEM education knowledge base. In addition, they will determine how a STEM Learning Community (SLC) supports teacher preparation and retention. Products developed from the accelerated pathway including the Classroom Management Course, the SLC, recruiting endeavors, and induction events will be disseminated locally, nationally, and internationally through presentations, demonstrations, and publications at education and STEM conferences. Faculty will collaboratively work with the Noyce recipients to ensure that they employ research-based promising practices to deepen their knowledge and positively influence the career paths of young students to be a part of the future STEM workforce.

URLs

https://www.uh.edu/nsm/teachhouston/stem-acp/

What’s New

  • 2022 Noyce Summit
  • Noyce by the Numbers: 20 Years of Noyce
  • Proposal Preparation Webinars
  • Frequently Asked Questions for the Robert Noyce Teacher Scholarship Program
  • Become a Noyce Scholar or Teacher Leader
  • Consider Becoming an NSF Noyce Principal Investigator
  • Noyce Alumni: Where Are They Now?

Check out our ARISE website for research & opportunities!

Checking In

NSF

This material is based upon work supported by the National Science Foundation (NSF) under Grant Numbers DUE-2041597 and DUE-1548986. Any opinions, findings, interpretations, conclusions or recommendations expressed in this material are those of its authors and do not represent the views of the AAAS Board of Directors, the Council of AAAS, AAAS’ membership or the National Science Foundation.

AAAS

The World's Largest General Scientific Society

  • About Noyce Program
  • AAAS ISEED
  • Subscribe to ARISE
  • Contact Us
  • Privacy Policy
  • Terms of Use
© 2023 American Association for the Advancement of Science