The projects and programs of the Center for STEM Education.
The Development of a New Instructional Approach to Teach Engineering in Middle School Science Classrooms
This project has two overall goals. The first goal is to create a new instructional approach that middle school science teachers can use to teach the engineering design process. The second goal is to learn more about how middle school students propose, support, critique and revise design solutions.
Beginning Teacher and Induction Mentoring
The Beginning Teacher and Induction Mentoring (BTIM) program was administered to support early career math and science teachers to increase their retention and effectiveness.
Integration of Environmental Chemistry and Computing to Advance Evidence-based Reasoning, Problem Solving, and Computational Thinking in Middle School Students (CHEM+C)
This project will explore the integration of core chemistry topics and computational thinking through student interaction with and manipulation of models that visually represent chemical systems, such as the carbon cycle. When a student examines a visual, runnable model, makes a prediction, changes the programming code, and then runs the model again, the computer provides feedback to the student that demands explanation. The process of anticipating, interpreting, and testing the computer’s feedback, when coupled with a structured argumentation process, supports a student’s abilities to think and act like a scientist as they explore and learn about both the computational and physical world.
Early Childhood (BLOCKS)
The Building Baseline Objectives for Children’s Knowledge and Skills in Science (BLOCKS) project, was a National Science Foundation (NSF) funded study that involved extensive classroom observation of young children’s ability to learn science processes and content. Throughout the project the 24 prekindergarten teachers-as-researchers received intensive professional development and mentoring support similar to that afforded by the Texas Regional Collaboratives (TRC) to K-12 science and mathematics teachers.
Fraction Activities and Assessment for Conceptual Teaching (FAACT)
Fraction Activities and Assessment for Conceptual Teaching for Students with Learning Disabilities (LD) is a research proposal in the Faculty Early Career Development (CAREER) Program. The proposed project will build on established research on fraction learning in mathematics education to augment conceptual understanding of fractions for students with LD.
Geometry in Construction (GiC)
A professional development program to train teachers to implement the GiC curriculum of integrated Math-CTE learning.
Pathways of Promise: Middle School Mathematics Project (PoP-MSMP)
The POP: MSMP project aims to provide professional development to middle school mathematics teachers following the TRC model, which includes summer intensive PD, school embedded follow-up, and creating and supporting mathematics leaders.
Responsive Teaching in Elementary Mathematics
This research project studies responsive teaching and its development in the context of a professional development design experiment focused on rational numbers in grades 3–5.
Texas Energy Education Project (TEEP)
Thanks to collaboration between the Texas Natural Gas Foundation, the State Energy Conservation Office and the Texas Regional Collaboratives at the University of Texas, science teachers will have a high quality energy supplement to teach their students about natural gas and other Texas fuels.
Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching (TRC)
Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching (TRC) is an award-winning network of P-16 partnerships that provide sustained, high-intensity professional development to P-12 teachers of science and mathematics.
WeTeach_CS is a multifaceted initiative designed to increase the number of certified computer science teachers in Texas and to continue improving CS education by providing teachers with ongoing professional development, resources, and community.