Research and Instruction in STEM Education

Projects

Science and Technology and Math Preparation Scholarship (STAMPS) awards scholarships to students majoring in biology, chemistry and biochemistry, computer science, geography, mathematics and statistics, or physics and astronomy.


The HERP project
A multidisciplinary team from The University of North Carolina Greensboro, Elon University and The University of North Carolina Pembroke have combined their areas of expertise and shared passions for the natural world in the program, Herpetology Education in Rural Places and Spaces.  The  project aims to trigger and nurture participants’ interest in herpetology, while they develop a sense of place and a connection to the local environment as well as a desire to protect ecological habitats. Along with igniting a passion for the rich biological diversity in our own back yards, The HERP project will promote the public’s participation in scientific research by providing an avenue to contribute their scientific knowledge of species behavior and distribution across NC.  The project also has a science education research goal focused on the study of science identity.  For information please contact Heidi Carlone at hbcarlon@uncg.edu or Catherine Matthews at cematthe@uncg.edu. 


Core-Math is a project that brings together expertise of mathematicians and mathematics educators from the University of North Carolina at Greensboro to design and deliver intensive, sustained professional development for elementary mathematics teachers in two high-needs settings: Asheboro City Schools and Ramseur Elementary School in Randolph County. Using mathematics learning trajectories as a means of elaborating the Common Core State Standards for Mathematics, the 120-hour professional development curriculum focuses on supporting 30 K-5 teachers in learning the mathematics content of the standards, the ways in which students come to understand mathematics, and student-centered instructional practices to promote mathematics learning. Over the course of one year, teachers will engage in five modules focused on understanding the domains of the standards, learning and appropriating instructional practices demonstrated to enhance student learning, and aligning the standards with their curricular materials. These modules incorporate both recent evidence-based knowledge about the ways children come to understand mathematics over time and factors that have been shown to support teacher professional growth. The product of the project will be a set of scalable professional development modules to support teachers across North Carolina in effectively implementing the Common Core State Standards for Mathematics through the use of research-supported practices.