Ranked #31 in the nation for its teacher education program the College of Education at NC State prepares future educators who have a deep knowledge of the content they will be teaching, and a strong understanding of the pedagogical skills needed to teach that content. The focus of the proposed NC State STEM Education Scholars (NC S3) program is threefold: recruitment, preparation, and retention. First, we aim to increase the number of highly qualified teacher candidates in science and mathematics from underrepresented groups in secondary STEM teaching by offering scholarships and stipends to reduce the financial barriers of teacher preparation. With over 80% of the teaching population in North Carolina identifying as white and with an increasingly diverse student population, it is imperative that teacher preparation programs specifically address the need to recruit a more diversified teacher pipeline. Second, the NC S3 program will provide participants with targeted experiences to develop the teacher candidates��� pedagogical content knowledge (Shulman, 1986) with a focus on building community funds of knowledge (Moll et al., 1992) and asset-based pedagogies to engage students. This will better prepare scholars to teach in high-needs districts. Third, the NC S3 program includes a focus on increasing STEM teacher retention by providing ongoing professional development (e.g., instructional coaching, a summer institute) and supporting scholars in becoming active members in professional learning communities and professional organizations (e.g., NC Science Teachers Association, NSTA, NC Council of Teachers of Mathematics, NCTM). Membership in these kinds of organizations will be sources of support after graduation and throughout their teaching careers.

This research project aims to: 1) design and refine online modules focused on facilitating productive mathematics discussions with the use of web-based dynamic geometry tools, 2) conduct a research study on undergraduate mathematics education students��� (prospective teachers (PTs)) noticing of middle and high school students��� geometric thinking while using technology and ways they use that analysis to plan how to lead discussions, and 3) support mathematics teacher educators (MTEs) in their use of the materials with PTs at their institutions.

Project READ (Reading Extension Activation and Delivery) proposes to add a reading-specific extension initiative to the Ed Extension partnership being funded by the University Foundation and requests support from the Mebane Foundation to activate and deliver such a reading extension initiative. We are requesting funds for the College of Education to launch this reading initiative across North Carolina in connection with the convenings that are already being planned through the partnership between the college and NC State Extension. A survey of NC State Extension partners has confirmed that tutoring in reading is a pressing need for communities across North Carolina���one where Mebane Foundation support could have an immediate impact. Over 85% of survey respondents saw a need to support reading tutors and provide a reading tutor training program in their regions. In response to this identified need, and based on its extensive experience offering competency-based, online education, NC State College of Education has built a reading tutor training program. Project READ allows the College of Education to activate, deliver, test and revise this training program as we launch our partnership with extension offices across the state.