| NSF Org: |
DUE Division Of Undergraduate Education |
| Recipient: |
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| Initial Amendment Date: | March 2, 2020 |
| Latest Amendment Date: | March 30, 2020 |
| Award Number: | 1950298 |
| Award Instrument: | Standard Grant |
| Program Manager: |
Bonnie Green
DUE Division Of Undergraduate Education EDU Directorate for STEM Education |
| Start Date: | April 1, 2020 |
| End Date: | March 31, 2022 (Estimated) |
| Total Intended Award Amount: | $75,000.00 |
| Total Awarded Amount to Date: | $75,000.00 |
| Funds Obligated to Date: |
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| History of Investigator: |
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| Recipient Sponsored Research Office: |
100 UNIVERSITY DR PRAIRIE VIEW TX US 77446 (936)261-1689 |
| Sponsor Congressional District: |
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| Primary Place of Performance: |
700 University Drive Prairie View TX US 77446-0519 |
| Primary Place of
Performance Congressional District: |
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| Unique Entity Identifier (UEI): |
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| Parent UEI: |
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| NSF Program(s): | Robert Noyce Scholarship Pgm |
| Primary Program Source: |
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| Program Reference Code(s): |
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| Program Element Code(s): |
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| Award Agency Code: | 4900 |
| Fund Agency Code: | 4900 |
| Assistance Listing Number(s): | 47.076 |
ABSTRACT
This project aims to serve the national need of building capacity to recruit, prepare, and support certified STEM teachers, with attention to increasing the number of certified minority STEM teachers. This problem is important given the existing shortage of qualified minority STEM teachers, the changing demographics of the K-12 student population, and the positive impacts of teachers? with similar demographics as the students they teach. The project intends to create a pathway to close the loop from high school STEM students to high school STEM teachers, by preparing STEM teachers who will teach in the same or a similar high school from which they graduated. It also includes plans for collecting baseline data to determine need, interest, and capacity for recruiting STEM majors to become STEM teachers. The expected outcomes of the project are: (1) a plan to recruit students from partnering Early College High Schools; (2) a model for preparing these students via learning communities; and (3) a plan for a comprehensive program to support this students as they return to teach in their high schools. It is expected this work will establish a replicable model within the partnering high-need educational agencies.
This project at Prairie View A&M University, a Historically Black University, includes partnerships with Aldine Independent School District, Houston Independent School District, Royal Independent School District, and Sheldon Independent School District. Project goals include: (1) developing evidence-based, innovative strategies to recruit, prepare, and support candidates from high-need local educational agencies with existing Early College High Schools to increase the diversity of the pool of STEM teachers in Texas; and (2) advancing knowledge and understanding of models and strategies for recruiting, preparing, and supporting new STEM teachers in high-need educational agencies through learning communities at a historically black university. The project has the potential to benefit society by establishing the necessary infrastructure for implementing a future Noyce Track 1 proposal to encourage the full participation of underrepresented minority groups in STEM. This Capacity Building project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 STEM teachers to become STEM master teachers in high-need school districts. It also supports research on the persistence, retention, and effectiveness of K-12 STEM teachers in high-need school districts.
This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.
PROJECT OUTCOMES REPORT
Disclaimer
This Project Outcomes Report for the General Public is displayed verbatim as submitted by the Principal Investigator (PI) for this award. Any opinions, findings, and conclusions or recommendations expressed in this Report are those of the PI and do not necessarily reflect the views of the National Science Foundation; NSF has not approved or endorsed its content.
This Robert Noyce capacity-building project aimed to establish the necessary infrastructure for increasing the number of certified STEM teachers from under-represented minority groups in STEM and STEM education in Texas by creating a pathway to close the loop from high school STEM students to high school STEM teachers in the same or similar high school from which the student graduated. The framework for the project included Grow Your Programs, dual credit programs (early college high schools), learning communities (summer bridge programs), and teacher induction programs.
The project team conducted a two-day retreat with one math/science teacher and one administrator/guidance counselor from early college high schools in four local school districts – Aldine, Houston, Royal, and Sheldon Independent School Districts. Those meetings led to plans for recruiting, preparing and supporting future STEM teachers.
The project team met with personnel from the Office of Recruitment, the Office of Academic Engagement and Student Success, the Office of Development, Financial Aid, and the Office of Scholarship Services. Those meetings contributed to developing plans for recruiting, preparing, and supporting future STEM teachers. They also deepened the project team’s understanding of our institution’s context and the parameters within which the team could establish a future Noyce Track 1 program.
The final project outcomes include: (1) a plan to recruit students from partnering Early College High Schools; (2) a model for preparing these students via learning communities; and (3) a plan for a comprehensive induction program to support these students as they return to teach in their high schools. Thus, the project established the necessary infrastructure for implementing a future Noyce Track 1 Scholarships and Stipends project.
Last Modified: 07/30/2022
Modified by: Camille S Burnett
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