- Paige Evans
- https://www.uh.edu/education/about/directory/employee-profile/index.php?id=482
- Co-Director, and Clinical Professor
- Presenter’s NSFRESOURCECENTERS
- University of Houston
- Cheryl Craig
- https://cheryljcraig.weebly.com/
- Professor, Houston Endowment Endowed Chair of Urban Education
- Presenter’s NSFRESOURCECENTERS
- Texas A&M University
- Leah McAlister-Shields
- Lecturer and Faculty Advisor
- Presenter’s NSFRESOURCECENTERS
- University of Houston
- Lexi (Elizabeth) Phillips
- Research Assistant
- Presenter’s NSFRESOURCECENTERS
- University of Houston
- Donna Stokes
- http://www.uh.edu/~dwstokes/
- Professor and Associate Dean for Undergraduate Affairs and Student Success
- Presenter’s NSFRESOURCECENTERS
- University of Houston
- Jaspal Subhlok
- Professor
- Presenter’s NSFRESOURCECENTERS
- University of Houston
- Weihang Zhu
- https://uh.edu/tech/coss/
- Professor
- Presenter’s NSFRESOURCECENTERS
- University of Houston
Choice Public
Choice
Advancing Cultural and Computational Engagement in STEM Scholars
NSF Awards: 1950036
2022 (see original presentation & discussion)
All Age Groups
The Houston area has a shortage of STEM teachers. teachHOUSTON, the University of Houston’s (UH) secondary STEM teacher preparation program, has a mission to prepare STEM majors in becoming culturally responsive and inquiry-based STEM teachers. Future STEM teachers are academically and financially supported through an NSF Noyce program, Advancing Cultural and Computational Engagement in STEM Scholars (UH-ACCESS). Formal and informal learning opportunities focus on topics including inquiry-based learning, classroom management, effective use of technology, and culturally responsive pedagogy.
Amidst the pandemic, a UH student, Dacia Morris, received a flyer which advertised the teachHOUSTON program. teachHOUSTON would allow her to earn a teaching certificate while completing her bachelor’s degree. She was an unemployed, full-time student, and single mother trying to find her pathway in life. After enrolling in the program, in her own words, her “life’s trajectory was flipped upside down in the most phenomenal way.” She was guided through the process of obtaining assistance for her financial struggles and was awarded $12,000 in scholarships. Dacia is currently teaching mathematics at Spring Woods High School. This high school is 84% Hispanic, a student population that is rising in STEM interest.
teachHOUSTON: The Journey of a STEM Teacher highlights the realities of becoming a STEM teacher for many in the program and how important the academic and financial support is for a student’s success. The goal is to create an understanding of STEM learning from the personal perspective of a teacher including the successes, struggles, and daily experiences as an educator.
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Paige Evans
Co-Director, and Clinical Professor
Welcome to our video! We hope you enjoy this heartfelt video about the journey of a STEM teacher through our NSF Noyce program, Advancing Cultural and Computational Engagement in STEM Scholars (UH-ACCESS). We welcome your comments and discussion.
Weihang Zhu
Professor
Great video! I am glad to see that a college of technology student became a dedicated teacher through the teachHouston program!
Paige Evans
Co-Director, and Clinical Professor
Thank you Weihang!
Donna Stokes
Professor and Associate Dean for Undergraduate Affairs and Student Success
Great way to show that there is a pathway for technology majors to enter the teaching profession.
Paige Evans
Co-Director, and Clinical Professor
Thank you! Yes, this partnership is an important part of the grant.
David May
Hi Paige! Fantastic video! There really is no better way to recruit teachers than to hear from teachers themselves how much they love it. As you may know, my project Get the Facts Out (about the teaching profession) has started creating and collecting videos of teacher testimonials like Dacia's. We have several on our YouTube channel that you're welcome to use. In fact, if this video with Dacia is on YouTube somewhere, we'd love to link to it from our page.
Paige Evans
Co-Director, and Clinical Professor
Hi David! Thank you so much! I agree. I will get you the link. Also, I will take a look at your videos. The Get the Facts Out program has definitely helped with our recruiting. Thank you for watching our video.
Ann Podleski
We definitely need more teachers in STEM. I love the idea of collecting and posting videos of teacher testimonials.
Paige Evans
Co-Director, and Clinical Professor
Thank you Ann! I agree.
Mariam Manuel
Awesome video! Great way to showcase the journey of an aspiring STEM teacher and the role financial support and a nurturing program can have on students. Thank you and congrats to the team for the wonderful work that led to this story!
Paige Evans
Co-Director, and Clinical Professor
Thank you Mariam!
Virginia Rhodes
What a heartfelt video! I loved seeing how teachHOUSTON helped Dacia on her professional journey.
Paige Evans
Co-Director, and Clinical Professor
Thank you. She has inspired us all!
Adem Ekmekci
Great story! Great video!
Paige Evans
Co-Director, and Clinical Professor
Thank you Adem!
Cali Anicha
This video made me want to find scholarship opportunities for more students at my university - thank you for making and sharing it!! Very motivational!
Paige Evans
Co-Director, and Clinical Professor
You are welcome. The support from the NSF Robert Noyce Scholarship program has really helped our program grow with the scholarship support. Thanks you!
Donna Stokes
This is amazing to train teachers with technology backgrounds to be in the classroom to serve as motivators/mentors to students who may not be thinking of using a degree in technology to become a teacher.
Wendy Smith
Research Professor
Thanks for sharing your engaging video! Have you been able to recruit any local donors or university funds to continue the scholarships (in some version) after Noyce funding ends? What impacts did the pandemic have on your recruiting efforts? How successful do you think you have been in supporting your Noyce Scholars in enacting culturally responsive teaching? Have university faculty and mentor teachers for field experiences been able to reinforce these practices?
Paige Evans
Co-Director, and Clinical Professor
Hi Wendy! Yes, we are working on endowment funds and also with some creative funding through the school districts. It was more difficult to recruit during the Pandemic because we typically recruit better in person. But, we are still exceeding our goals for the grant so that is good. We have been successful in supporting them in CRP with a Teacher Interest Group and by also having Master Teacher Fellows from a Noyce Track 3 grant serve as mentors. As in any other endeavor, our scholars are all in various places with enacting CRP. But, at least the seed is planted and we hope it will continue to grow. Thank you for all of these questions.
Donna Pattison
It's wonderful to see the enthusiasm for teaching and the recognition that sometimes you have to find ways to make up for what high school students are missing so that they can move forward. The acknowledgment that it's hard but necessary, coupled with enthusiasm and support can make a tremendous difference in whether students engage and make the effort to master needed skills. Well done!
Paige Evans
Co-Director, and Clinical Professor
Thank you so much Donna!
Deena Gould
Dacia is very charismatic and photogenic! It's great to see a HS math teacher who loves teaching, especially in a high need school!
What does Dacia mean when she says: "For me was elementary education, maybe it wasn't a problem then, but it's a problem now. They're (her students?) like 'I hate this'. 'You (her responding to students?) hate it because you don't have the fundamental skills." Is she telling us, and her students, that elementary education is "the problem" or cause of her students' lack of skill and motivation? Has she learned about factors in the broader systems of society that contribute to her students' skills and motivation? What do your Noyce scholars learn about culturally relevant pedagogy, classroom management, and inquiry based learning to guide them to an assets-based perspective and deeper understanding of how people learn that doesn't blame elementary school when students "hate" their lessons?
Paige Evans
Co-Director, and Clinical Professor
Yes, Dacia is very charismatic and photogenic! She is also invested in her students learning. I had the benefit of teaching this young woman in my student teaching course. I believe, like many teachers, Dacia is commenting on the gaps students bring to each level of instruction regardless of how the gaps occurred. For her, she learned these skills in elementary so she is surprised when students are lacking the skills. I don't believe she is telling us that elementary education is the problem but that she needs to address the gaps in her classroom no matter when she learned the material or how simple she might have believed the skills to be. I do believe she is telling us her students hate math because they are struggling with basic skills and that while it wasn't a problem when they were young it is a problem in her class so she will address it which is very much what our students learn in their course work. Culturally responsive pedagogy and meeting students where they are in the moment is woven throughout our program. Dacia is making the effort to respond to where her students are in her classroom regardless of where they are so that they won’t hate learning. I spoke to Dacia and she also mentioned to me that the Pandemic has also had an impact. She did tell me that her students' frustrations are completely valid and that they are struggling to complete factoring problems. Her sympathy is not going to help lessen their frustration, but her ability to teach them how to strengthen fundamental math skills will lead to their success. In her words: "I believe that my students are motivated to learn and that they are doing their very best. There will always be challenges and bumps in the road sometimes, but as educators it is our job to help students overcome whatever challenges they are facing at whatever level they are facing them."
Deena Gould
Cheryl Craig
Professor, Houston Endowment Endowed Chair of Urban Education
I really like how the responses include the social-emotional element of this presentation. This is the part that often gets lost in attempts to replicate reality.
Jennifer Collier
Love this story about our TIger Dacia! Thank you for putting this video together! Amazing program and teacher!
Paige Evans
Co-Director, and Clinical Professor
Thank you! It is also an amazing school.
Allison Smith
Such an inspiring story!! So glad you are a Tiger! #allmeansall
Paige Evans
Co-Director, and Clinical Professor
Thank you!
David Lockett
Data Science Outreach and Grants Development
What a great presentation! So inspiring. Did the pandemic affect recruiting efforts in any way? Inquiry-based learning engages students by making real-world connections through exploration and high-level questioning. How do the Noyce Scholars reinforce these practices to engage in problem-solving and experiential learning?
Paige Evans
Co-Director, and Clinical Professor
Hello David! Thank you for your questions. The pandemic did impact our recruiting as we typically do a better job in person. But, like everyone else, we adapted. Our numbers on this grant actually exceed our goals so we are blessed! Inquiry based teaching and learning is threaded all throughout our program. We provide feedback on their lesson plans and also provide feedback when they teach in area schools. We reinforce the importance of real-world connections, problem solving and higher-level questioning. We are fortunate to have some excellent mentors that are part of a Noyce track 3 grant who received a master’s degree in STEM education with an emphasis in inquiry and culturally responsive pedagogy. Also, as part of this grant, a Teacher Interest Group (TIG) was established to build community, offer support, and provide opportunities to participate in community events incorporating a culturally responsive context to help scholars teach underrepresented student populations and connect to their communities. The TIG provides educational experiences that help preservice teachers build Culturally Responsive Pedagogy (CRP) into their STEM classroom curricula and co-curricular activities which may help them make connections between the curriculum and equity/social justice issues in their communities. Through purposeful interactions, project work, and personal connections to community leaders involved in social justice advocacy, scholars are exposed to and engaged in activities that inform and improve their practice of culturally inclusive educational pedagogies as future STEM educators.
Paige Evans
Co-Director, and Clinical Professor
Hello David! Thank you for your questions. The pandemic did impact our recruiting as we typically do a better job in person. But, like everyone else, we adapted. Our numbers on this grant actually exceed our goals so we are blessed! Inquiry based teaching and learning is threaded all throughout our program. We provide feedback on their lesson plans and also provide feedback when they teach in area schools. We reinforce the importance of real-world connections, problem solving and higher-level questioning. We are fortunate to have some excellent mentors that are part of a Noyce track 3 grant who received a master’s degree in STEM education with an emphasis in inquiry and culturally responsive pedagogy. Also, as part of this grant, a Teacher Interest Group (TIG) was established to build community, offer support, and provide opportunities to participate in community events incorporating a culturally responsive context to help scholars teach underrepresented student populations and connect to their communities. The TIG provides educational experiences that help preservice teachers build Culturally Responsive Pedagogy (CRP) into their STEM classroom curricula and co-curricular activities which may help them make connections between the curriculum and equity/social justice issues in their communities. Through purposeful interactions, project work, and personal connections to community leaders involved in social justice advocacy, scholars are exposed to and engaged in activities that inform and improve their practice of culturally inclusive educational pedagogies as future STEM educators.
Jamie Flint
What a great story. Very inspiring!
Paige Evans
Co-Director, and Clinical Professor
Thank you Jamie. I hope you are doing well!
Jesús Lee-Borges
Simply life changing the job you are doing! Excellent video and better project. Really impressed by the passion of the teacher. Keep on doing this wonderful work.
Paige Evans
Co-Director, and Clinical Professor
Thank you so much and thank you for taking the time to watch our video. We are very proud of Dacia.
Brianna Johnson
Wow, this video is truly inspiring! This presentation truly showcases the mission of teachHouston.
Paige Evans
Co-Director, and Clinical Professor
Thank you Brianna! Also, thank you and your department for all of the support with the scholarship distribution.
Paige Evans
Co-Director, and Clinical Professor
Thank you so much!
Catherine Horn
Paige - just reinforcing all the accolades! So well deserved. Your work is difference making; proud to call you colleague.
Paige Evans
Co-Director, and Clinical Professor
Thank you Cathy! I appreciate it.
Kevin Long
I came into teaching from the tech industry and have maintained a foot in both since. Knowing well how volatile that industry is, I’ve coached my students that this program (which I’ve been able to present to >1000 of my Comp Sci students) is a great investment into a safe bet for the future. If they find they love it now, then they’re set. But having the experience will keep that idea alive for the future when they are ready to give back. It’s a terrific opportunity I would have liked to have had in University myself.
Jaspal Subhlok
Professor
Kevin, thank you for sharing your perspective. With support from you and the CS department we are seeing increasing interest from Computer Science students and alumni in teachHouston programs. For some Computer Science and Data Science majors/minors a career in teaching CS is the perfect choice. And you are right, even for students who do not join the program now but become aware of it, the option stays alive for the future.
Cynthia Callard
Executive Director and Faculty
This is a great story and video. What a difference your program has made on Dacia's professional path AND what a difference SHE is making on the lives of her students. I am curious about other Noyce Scholars in your program...how many have completed the teachHOUSTON program? Do you have many graduates teaching in local high-needs schools? And I really appreciate the connection with a Noyce Track 3 Fellows' program (we also have a Noyce MTF program at the University of Rochester). How many fellows have acted as mentors? What roles have they played in supporting your Scholars? Thank you for sharing!
Paige Evans
Co-Director, and Clinical Professor
Hello Cynthia. Thank you for watching our video. Yes, she is making a difference. When visiting her classroom, I still cannot believe she is a first semester teacher! Thus far, we have had approximately 473 graduates from the teachHOUSTON program. We have been very fortunate to have received other Noyce awards in the past which has been instrumental in the growth of our program. Thus far, we have graduated 123 Noyce scholars which includes 7 graduates from the Noyce ACCESS grant. 18 are still in the program and we are in the process of awarding more Noyce Scholarships. This ACCESS grant just started year 3 and !00% of the ACCESS graduates teach in high-need schools. Out of our entire program, 80% teach in high-need schools. Approximately 23 out of 28 Master Teacher Fellows (MTFs) have served as mentors and most have done so multiple times which is very exciting. Some serve as mentors in their field-placements prior to student teaching and some serve as cooperating teachers during their student teaching semester. Since their master’s degree (that of the MTFs) had an emphasis in inquiry and culturally responsive pedagogy (CRP), they are able to support the scholars in enacting inquiry and CRP in the classroom. The MTFs also assist with induction support and professional development initiatives.
Cynthia Callard
Karen Cossey
We are very proud of Dacia and the difference she is making in the lives of students at SWHS in Spring Branch ISD! Thanks for a great video. What an inspiration.
Paige Evans
Co-Director, and Clinical Professor
Hi Karen! Thank you so much! Spring Branch is a wonderful partner and we appreciate you.
John Ristvey
What an inspiring story! This work is clearly making an impact on the next generation of educators. Congratulations! I love how the teacher showed an interest in her previous occupations (training others in the restaurant industry) and how this turned into a desire to work with high school students in math. Have you been able to chart the stories (career paths) of other Noyce scholars?
Paige Evans
Co-Director, and Clinical Professor
Hello John! Thank you for viewing our video. Yes, we have many other stories. However, this is the only one captured on a video. We have former engineers, entrepreneurs, a former pharmacist and others. Their main drive is to do something meaningful and to make a difference in their communities.
Karla Hale
I love the inspirational approach in your video. I great recruitment tool for STEM teachers! I see some of the program outlined in your comments but would love to see a description of the accelerated program that these students complete to gain licensure.
Paige Evans
Co-Director, and Clinical Professor
Hi Karla, thank you for reaching out to us. Here is a link to our regular program: https://www.uh.edu/nsm/teachhouston/ and here is a link to our expedited program: https://www.uh.edu/nsm/teachhouston/stem-acp/ This is specifically for seniors that may have one or two courses left and career changers that already have a STEM degree or something equivalent. If you go to the frequently asked questions tab, it has all of the information about the coursework. Please let me know if you have any other questions.
Dean Liscum
This is a great public service. Keep up the good work.
Paige Evans
Co-Director, and Clinical Professor
Thank you so much!
Edgar Gabriel
A very well done and inspiring video! Fantastic work!.
Paige Evans
Co-Director, and Clinical Professor
Thank you so much!
Sophie Simons
I love that she is teaching the multiplication tables to her students. I believe they have not been teaching this in school since my 22 year old turned 6. Dacia's love of her job and care for her students is inspiring and wonderful. Great movie!
Paige Evans
Co-Director, and Clinical Professor
Thank you Sophie!
Leah McAlister-Shields
Lecturer and Faculty Advisor
It is an awesome video and I am glad we were able to capture the teacher's successful journey. Her passion for her students and the profession is very inspiring.
Kelly Costner
I think there could/should be a whole category of individual, personal stories like this one in the STEM for All Showcase each year! Thanks so much for sharing a fine example of what can come as a result of both Noyce funding itself and the people driving the project.
Cheryl Craig
Professor, Houston Endowment Endowed Chair of Urban Education
I agree, Kelly Costner. The combination is dynamic!
Further posting is closed as the event has ended.