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Browsing Research Data by Subject "COVID-19"

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    ItemOpen Access
    Dataset associated with “NSF Noyce Phase II: Empowering Scholars and STEM Teachers” project
    (Colorado State University. Libraries, 2021) Balgopal, Meena; Sample McMeeking, Laura; Weinberg, Andrea; Wright, Diane; Lin Hunter, Danielle
    The CSU Noyce program was supported by the National Science Foundation Noyce Program. Funding supported undergraduate majors in science, technology, engineering, and mathematics majors who were also enrolled in CSU’s licensure program to become public school teachers in STEM disciplines. Noyce Scholars (those receiving financial and professional development support) commited to teaching at least one year in a high-need public school district for every semester they received funding. High-need school districts, defined by the NSF, are those in which one or more schools has high levels of students who receive free or reduced lunch, have high teacher turnover, or significant numbers of teachers who teach outside of their disciplinary expertise. CSU Noyce Scholars could receive up to 2 years of financial support in the form of stipends. They committed to maintaining contact with the CSU PI for up to eight years after graduation, so we could track their professional persistence and ensure that they have fulfilled their teaching obligations. A supplementary award from NSF allowed our team to administer three surveys to Noyce Scholars spread out across 12 other STEM teacher licensure programs that received NSF Noyce funding. The surveys were administered soon after the COVID-19 pandemic prompted school districts to shift their instructional delivery methods. These 12 other programs were spread out across six states listed below.