GROUP GEMS

The goal of this project is to produce 34 secondary science and mathematics teachers over five years who will work in high-need schools in Northeast Georgia. This project is guided by two cross-cutting approaches: 1) STEM Collaboration and 2) Diversity and Equity; within the three areas of recruitment, preparation, and induction. The research associated with this project will focus on understanding the efficacy of the different recruitment processes, and how the mathematics and science standards are represented in the teacher education program and in the classrooms of newly hired GEMS Noyce scholars.

• Sponsor
  National Science Foundation’s Robert Noyce Scholarship program
  $1,199,978

• Principal investigator
  Julie A. Luft
  Athletic Association Professor of Science Education & Distinguished Research Professor
  Mathematics and Science Education

• Co-principal investigators
  Dorothy Yazidah White
  Associate Professor, Mathematics, Science, and Social Studies Education

  Paula Lemons
  Professor, Franklin College of Arts and Sciences

  Nathaniel Hunsu
  Assistant Professor, College of Engineering

• Active since
  March 2020

Visit the Project Website

Abstract

Scholarships and Stipends/Track project at the University of Georgia aims to serve the need for teachers in Northeast Georgia by preparing and inducting highly qualified secondary mathematics and science teachers. In order to increase the number of secondary mathematics and science teachers in Northeast Georgia, the project staff intends to expand the current marketing portfolio pertaining to science and mathematics teaching on campus, and create new recruitment opportunities that will interest STEM majors in teaching. In order to better prepare potential secondary mathematics and science teachers, faculty involved in the teacher education program intend to embed more STEM connections and increase instruction on equity and diversity. To ensure the success of the newly hired teachers, a hybrid induction program will be developed that intends to continually strengthen and support their teaching knowledge and instruction. The expected outcomes of this project are: the development of different recruitment pathways, field experiences in diverse settings, additional diversity and equity coursework, a hybrid induction program, expanded collaboration between among STEM faculty at the University of Georgia, and publications, presentations, and videos about the GEMS program.

The goal of this project is to produce 34 secondary science and mathematics teachers over five years who will work in high-need schools in Northeast Georgia. These future teachers will come from different STEM fields but will have a degree in biology, chemistry, physics, or mathematics. The students will be STEM post-baccalaureates seeking certification, DoubleDawgs, or MAT students. Several school districts in Northeast Georgia will serve as preparation sites for these students, including the Clarke County School District in Athens, Georgia. This project is guided by two cross-cutting approaches: 1) STEM Collaboration and 2) Diversity and Equity; within the three areas of recruitment, preparation, and induction. The GEMS Project Directors are faculty from the College of Education, Franklin College of Arts and Sciences, and the College of Engineering. The Project Advisory team will consist of University of Georgia faculty and local school personnel. The research associated with this project will focus on understanding the efficacy of the different recruitment processes, and how the mathematics and science standards are represented in the teacher education program and in the classrooms of newly hired GEMS Noyce scholars. These findings, along with information about the project, will be shared through different venues. The Noyce program supports talented STEM undergraduate majors and professionals to become effective P-12 STEM teachers and experienced, exemplary P-12 STEM teachers to become STEM master teachers in high-need school districts. It also supports review on the persistence, retention, and effectiveness of P-12 STEM teachers in high-need school districts.