Robert Noyce Teacher Scholarship Program Track 1 at Sul Ross State University

Sul Ross State University, Alpine TX

Investigators

Abstract

This project at Sul Ross State University includes partnerships with Southwest Texas College (SWTC), Midland College, and rural school districts including Presidio, Fort Davis, Marfa, Alpine, Eagle Pass, Del Rio, Midland, and Uvalde. Project goals include the following: (1). Increase the pipeline of highly-qualified STEM teachers by 10% to serve in high need school districts located on the Texas-Mexico border; (2). Improve the confidence of STEM teaching among preservice teachers TPSA C-21 and Friday T-STEM Survey; (3). Increase the self-efficacy of digital literacy among STEM preservice and STEM mentor teachers as measured by TPSA C-21 and Friday T-STEM Survey. In collaboration with Southwest Texas College (SWTC), Midland College, and rural school districts including Presidio, Fort Davis, Marfa, Alpine, Eagle Pass, Del Rio, Midland, and Uvalde, the program recruits academically talented undergraduate STEM majors to pursue teacher certification. The program integrates the Universal Design for Learning (UDL) framework, a research-based approach to instructional design that supports learner variability and improves educational outcomes across classroom settings (CAST, 2025). The program attempts to investigate the following research question: How does the implementation of Universal Design for Learning (UDL) principles in teacher preparation programs impact pedagogical practices and perceived readiness among pre-service STEM teachers in high-need, rural school districts? The project intends to support self-efficacy in STEM and digital literacy readiness in STEM courses among the preservice teachers, as well as STEM teacher mentors, Education and STEM faculty members. The Technology Proficiency Self-Assessment for 21st Century Learning (TPSA) and T-STEM Survey will be used to measure pre to post the impact of the project on both preservice educators and mentor STEM teacher leaders participating in the program. Project strategies and results have the potential for broad application to other institutions serving isolated regions of the country with a need to improve self-efficacy of STEM preservice teachers, STEM literacy, and community based approaches to best meet the needs of all students incorporating the Universal Design for Learning framework by STEM mentor teachers and preservice teachers, and enhanced technology integration using artificial intelligence (AI) in STEM teacher preparation programs. Results will be disseminated through scholarly publications and presentations at conferences with regional, state, and national audiences. 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.