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ARISE / Annotated Bibliography / Advancing Teacher Training Programs at Historically Black Colleges and Universities through Technical Assistance and Federal Investments

Advancing Teacher Training Programs at Historically Black Colleges and Universities through Technical Assistance and Federal Investments

Summary

We evaluated the efficacy of a technical assistance (TA) model for increasing the competitiveness of historically Black colleges and universities (HBCUs) and other minority-serving institutions (MSI) seeking funding to expand their teacher training through the NSF’s Robert Noyce Teacher Scholarship Program. The Quality Education for Minorities (QEM) Network engaged in a series of strategies to broaden participation in Noyce to MSIs, with the long-term goal of diversifying the pipeline of new STEM teachers. Results found that of the 335 active Noyce awards, 39 were awards to MSIs. Of the 39, 23 (59%) were awarded to institutions represented in at least one QEM Noyce TA workshop. This study looks at the potential of TA models for HBCUs and MSIs to generalize across a spectrum of initiatives aimed at strengthening the nation’s teacher education programs and graduating quality STEM teachers.

Authors

Ivory A. Toldson, Chance W. Lewis

Organization/Affiliation

Quality Education for Minorities Network, University of North Carolina Charlotte

Year

2017

Discipline

General

Resource Type

Article - Peer-reviewed Journal

URL

https://www.jstor.org/stable/10.7709/jnegroeducation.86.2.0083?seq=1&cid=pdf-reference

Citation

Toldson, I.A., & Lewis, C.W. Advancing Teacher training Programs at Historically Black Colleges and Universities through Technical Assistance and Federal Investments. The Journal of Negro Education 86(2), 83-93.

This material is based upon work supported by the National Science Foundation (NSF) under Grant Numbers DUE- 2041597 and DUE-1548986. Any opinions, findings, interpretations, conclusions or recommendations expressed in this material are those of its authors and do not represent the views of the AAAS Board of Directors, the Council of AAAS, AAAS’ membership or the National Science Foundation.

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