This list provides the names and locations of Tribal Colleges and Universities, along with links to STEM-related programs within these institutions.
This list provides the names and locations of HACUs, along with links to STEM-related programs within these institutions.
This list provides the names and locations of HBCUs, along with links to STEM-related programs within these institutions.
View additional resources by visiting CADRE's Spotlight on Mentoring: http://cadrek12.org/spotlight/mentoring
CADRE Tips for Mentoring Early Career STEM Education Researchers and Developers provides guidelines that may help new mentors and mentees establish an effective and productive relationship.
In this webinar, NSF Program Officer David Campbell introduces DR K-12 awardees to the ins and outs of project management, sharing information on evaluation and reporting, advisory boards, Institutional Review Boards (IRB), NSF Highlights, and more.
Link to Recordings:
NSF Program Officer Karen King provides information on the DR K-12 program and solicitation in this webinar series.
DIA2 is a new visualization tool to search the NSF award database.
Visit the Mentoring Spotlight for more resources at http://cadrek12.org/spotlight/mentoring.
Three example mentoring plans from DR K-12 projects plus a mentee's feedback and evaluation of one mentorship. These resources are also featured in the Spotlight on Mentoring.
The goal of the Electronic Teacher Guide project (NSF # 0918702) was to redesign the print teacher guide for the genetics unit of Foundation Science: Biology (NSF #0439443) as an exemplar of a cybertool that would support the implementation of the curriculum and enhance its educative impact. The completion of this goal required collaborative interactions among curriculum developers, technology designers, software developers, researchers and evaluators. The five year collaboration was characterized by major challenges relating to communication, geographical distance, and culture.
The goal of the Electronic Teacher Guide project was to redesign the print teacher guide for the genetics unit of Foundation Science: Biology as an exemplar of a cybertool that would support the implementation of the curriculum and enhance its educative impact. The completion of this goal required collaborative interactions among curriculum developers, technology designers, software developers, researchers and evaluators.
This article describes how early childhood teachers engaged in a public preK professional development program. We examine how developing teacher identities mediated engagement with the discourses of developmentally appropriate practice, early mathematics, and funds of knowledge and how they connected present practice to an imagined future. We found that helping them to connect practice experience and new mathematical content knowledge through play allowed them to envision a meaningful place for math with young children.
