Increasing the Number and Diversity of Highly Effective STEM Teachers in High-need Urban School Districts

Davenport University, Grand Rapids MI

Investigators

Abstract

This Noyce Track 1 project aims to serve the national need of preparing highly-qualified STEM teachers to serve in high-need schools. In addition, twenty-three scholars comprised of undergraduate students and STEM professionals majoring in Biological Laboratory Sciences (BLS), Computer Science, and Data Science, as well as other STEM fields such as integrated science, biology, chemistry, physics, and mathematics will be supported by providing scholarships, stipends, mentorship, service-learning experiences, and enhanced academic coursework. These opportunities will enable high-achieving prospective teachers to become K–12 STEM educators with extensive expertise in student centered and highly effective instructional practices tailored for high-need schools. Led by Davenport University, the project includes partnerships with Grand Rapids Community College and local educational agencies (LEAs) such as Detroit Public Schools Community District, Muskegon Heights Public School Academy System, Hope Academy of West Michigan, and Grand Rapids Public Schools. Project goals include the recruitment, preparation, and graduation of 23 new STEM teachers over five years. These individuals will be drawn from undergraduate students majoring in Biological Laboratory Sciences (BLS), Computer Science, and Data Science, as well as STEM professionals seeking teaching licensure. STEM post-baccalaureates will also be supported. Additional goals include the development of five new FUSE Clubs, two new middle college/dual enrollment pathways, seventeen new STEM teaching methods courses, and the implementation of student centered and service-learning-based instructional strategies. The project will be iteratively evaluated and guided by two evaluation questions: (a) To what extent does participation in the FUSE program influence the interest, preparedness, and success of STEM undergraduates and professionals in becoming STEM educators? and (b) How effective are the new program components—including FUSE Clubs, middle college programs, and STEM teaching methods courses—in building the capacity of the STEM educator pipeline? The results of this project will be disseminated through peer-reviewed publications, national STEM education conferences, and professional learning networks to help enhance the field. This Track 1: Scholarships and Stipends 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 teachers to become STEM master teachers in high-need school districts. It also supports research on the effectiveness and retention 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.