ATTACHMENT E: PROJECT ABSTRACTS

WINSTON SALEM STATE UNIVERSITY

PR/Award # P116V210004

Abstract

Next Generation Black STEM Teacher (NGBST-Network) Network is a multiinstitutional consortium to increase the number of highly trained and certified Black STEM 

teachers for both rural and urban school districts. The goal of the program is to provide a cocurricular model framed by a Community of Practice (CoP) model to create teachers at 

Historically Black Colleges and Universities who (1) create inclusive, and asset/strengths based 

instructional environments, (2) use an integrated universal design for learning (UDL) approach 

to their STEM instruction, and (c) design and deliver engaging instruction geared toward 

promoting critical thinking and problem solving in STEM. Our outcomes include (1) increase 

the number of well-prepared Black Male Teachers, (2) increasing the number of teachers with 

certification in STEM teacher shortage area in Georgia, North Carolina, South Carolina, and 

Virginia, and (3) increasing post-secondary access to Educator Preparation Programs to 

undergrad students at Historically Black Colleges and Universities (HBCUs). This project will 

support five (5) cohorts of 10 pre-service STEM Education and/or teachers with STEM 

education training for Teacher Shortage Areas of STEM to complete co-curricular activities in 

UDL and asset-based design. 

The NGBST Network will provide a model that leverages a multi-institutional approach 

to Educator Community of Practice (CoP) building. Despite the lack of a central database to 

provide insight into the preparation and induction practices that work for STEM educators, the 

literature regarding STEM Educator preparation supports four primary facets. STEM Educators 

need engagement in hands-on authentic STEM learning activities which include lab-based and 

classroom-based undergraduate research opportunities (NRC, 2000; 2010). They need high 

quality collaborating and mentor teachers (Wilson, 2011) in pre-service and development phases. 

They need integrated professional development (Nadelson, Seifert, Moll, & Coats, 2012), and 

they need support in teacher identify development, specifically STEM teacher identity 

development which blends STEM identity development (Perez, Cromley, & Kaplan,

2014) and teacher identity development (Friesen & Besley, 2013; Olsen, 2008). The NGBST 

Network will prepare pre-service STEM teachers through each of these pillars and within the 

construct of a Community of Practice across four states in a regional geographic area 

(eastern/southeastern United States).

Prior research and programming of STEM Educators development has yet to emerge with 

multi-institutional data sets from Historically Black Colleges and Universities, despite HBCUs 

producing nearly 35% of all Black teachers in America, and 33% of all Black scientists (Fletcher 

& Fletcher, 2020; UNCF, 2020, 2021). Thus, it is both compelling and innovative that a model 

grounded in evidenced-based research (Community of Practice efficacy) be designed by and 

implemented by HBCUs to increase the number of Black Male STEM teachers, certified STEM 

teachers to serve shortage areas, and increase access for undergrads to the teaching profession.
UNIVERSITY MARYLAND OF EASTERN SHORE

PR/Award # P116V210013

ABSTRACT

The Center for Inclusive Excellence (CIE) aims to build capacities for preparing and sustaining a 

diverse teaching force for inclusive excellence. The career-wide pathways to professions are designed to 

increase access, improve effectiveness, and accelerate career advancement for teachers of color, including 

black male teachers; while at the same time bridging opportunity and achievement gaps for P-12 student 

success in high-need urban and rural schools.

The CIE will impact a total of 60 aspiring teachers of color and 1200 P-12 students in four local 

educational agencies in Designated Qualified Opportunity Zones in urban and rural Maryland.

1. Connected Ecosystems for Capacity and Linkage Building (Goal 1). Breaking through traditional 

uni-sector approaches to solving complex and community-wide challenges of gaps in academic 

achievements and career outcomes, the CIE will connect educational and employment ecosystems to 

provide full-spectrum services, from pre-professional preparation to career advancement.

• Inclusive Services for Career-Wide Success (Goal 1A). Comprehensive Inclusive Services will 

provide wrap-around student success strategies with personalized support in the areas of 

educational, social-emotional, financial, and career advancement.

• Networked Improvement Communities for Sustained Engagement (Goal 1B). Sustained

community-wide networking among aspiring teachers, educators, and industry leaders of color 

will be provided to encourage completion and promote retention and advancement.

2. Connected Learning for Competency Mastery and Professional Advancement (Goal 2). 

Breaking through traditional academic preparation to field-based competency credentialing, the CIE 

will co-implement two sets of high-tech, high-touch, and high-impact interventions to enhance 

teaching effectiveness and improve student achievement.

• Micro-Credentials in Teaching Effectiveness (Goal 2A). Participants will engage in

comprehensive theory-to-action activities, including guided practices for content and pedagogical 

mastery, regular and sustained coaching, and evidence-based Micro-Credentials.

• Micro-Residencies for Inclusive Excellence (Goal 2B). Participants will engage in a 100-day

internship, which will include multiple micro-immersion experiences through rural-urban

rotations, focused on culturally responsive practices.

The rigorous research-based design, competency-based assessment, and evidence-based evaluation will 

include quantitative and qualitative evidence documenting program efficacy and impact. The model 

design and key interventions are informed by current knowledge and extensive research conducted

through two active Teacher Quality Partnership grants (Huang, 2016 & 2019). The CIE team will share 

processes and strategies, particularly among HBCUs and high-need school communities. The expected 

findings demonstrating CIE’s systemic approaches and positive impact will help establish a national 

model in sustaining a highly effective and culturally responsive teaching workforce for our shared future.

Project Partners: Key partners include Coppin State University, University of Maryland Eastern Shore, 

Baltimore Teachers Union, Baltimore City Public Schools, Dorchester County Public Schools, Howard 

County Public School System, Somerset County Public Schools, and Rockman et al. as external 

evaluator.