Darcy Renfro  Bio >>         Vice President and Director of STEM         Initiatives         drenfro@sfaz.org
	Caroline VanIngen-Dunn  Bio >>         STEM Manager         cvanIngen-dunn@sfaz.org
	Leonard W. Fine  Bio >>         Program Officer         fine@sfaz.org
	Heather Wilkinson         Program Coordinator         hwilkinson@sfaz.org

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                                        STEM  Programs

STEM programs stimulate hands-on, innovative, and imaginative science, technology, engineering, mathematics teaching and learning to bring the excitement of discovery back to the classroom.

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There are 2 components of the STEM  education investments:                                   K-12 Teacher and Student Discovery. 

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1) The teacher component establishes research internships and educational opportunities for mathematics and science teachers to strengthen their knowledge of the subjects and bring new knowledge & approaches to teaching the subjects back to the classroom. 

2) The student focus of the investments broadens the participation of K-12 students in scientific discovery activities, particularly targeting students from rural or under-served school districts. 

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In the first year, Science Foundation Arizona (SFAz) received a total of 25 STEM proposals  and 9 were approved (36%), that met the highest standards of quality, innovation, and likelihood of making a demonstrable impact.  SFAz invested $3.2 million to impact 200 schools throughout the state and over 10,800 students. 

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Below is a summary of those first year investment results.

  

Student Component Investments The Hands-On Optics Program   Read More >>        Principal Investigator is Steve Pompea    The Hands On Optics Program was developed by the National Optical Astronomy Observatory in conjunction with the Optical Society of America and the International Society for Optical Engineering, provides no cost educational instruction kits suitable for more than 40 hours of elementary and middle-school level activities and relates optics to a variety of technical and scientific fields.  The program also includes an important training component that engages local teachers and support staff, primarily at Boys and Girls Clubs, to deliver the curriculum.  Targeted primarily for students under-served and/or rural areas, the program provides students the opportunity to build refracting telescopes, experiment with lenses and mirrors, make color-changing optics using polarization, and experiment safely with lasers to learn the basic properties of light.  Students also learn about ultraviolet light and the properties of glow-in-the-dark materials.  At the completion of the program, each student is challenged to effectively operate a technical device to send his or her voice over a beam of light, competing to see how far it can be transmitted. (SFAZ Investment $450,000) The results for the first year of the program are as follows: - 500 estimated students participating in program; all middle and elementary school - Program being implemented at 9 locations in Northern and Southern Arizona, 6 are Boys and Girls Clubs - 8 of 9 locations Rural, 100% Title I - 5 undergraduate students from the UofA each provide 10 hours a week in outreach support for the program.

The Arizona Rivers Project: Students as Scientists    Read More >> and View Video.>> And, See Some of Martha's Curriculum Here. >>   Principal Investigator is Martha Whitaker The Arizona Rivers Project, Students as Scientists was developed by the UofA with partnering support from NAU and Phoenix College, focuses on providing K-12 students and teachers the opportunity to participate in monitoring Arizona's rivers and riparian environments, which represent some of the state's most unique and ecologically diverse regions. The program encompasses several environmental initiatives, including involving   students in monitoring water quality and mapping invasive plant species. The program is innovative in that it  actively engages students, teachers, and volunteers near riparian areas in the north, central, and southern regions  of the state in addressing local issues that pertain to Arizona’s streams:  stream restoration, riparian ecology,  water quality, and habitat preservation. (SFAZ Investment $610,000) The results for the first year of the program are as follows: - 570 estimated K-12 students participating in program; 155 elementary school, 160 Middle School, 255 High School - Program encompasses 14 K-12 schools across the state - 42% of K-12 students from Rural Schools, 18% from Title I schools - 16 teachers also participating in the program.

The FIRST Arizona Innovation Initiative, developed by the U.S. Foundation for the Inspiration and Recognition  of Science and Technology (FIRST), supports the staging of the FIRST Robotics Competition, Tech Challenge, and LEGO League competitions in Arizona as well as supporting robotics teams across the state.    The focus is to expand formation and participation of middle and high school teams in under-served urban and rural populations in Arizona.  In 2007, SFAz supported 14 of the 38 FIRST Robotics Competition Teams in Arizona.  The 14 teams, located in all parts of the state, have 270 total students and won 25 robotics competition awards. (SFAZ Investment $1 million) The results for the first year of the program are as follows: - 270 estimated high school students participating in 14 SFAz-supported teams - 14 SFAz-supported teams include 17 different Arizona high schools from across the state - SFAz-sponsored teams won 25 Robotics Competition Awards - Other entities co-sponsoring SFAz-supported robotics teams:  U.S. Army, Microchip Technology, Intel Corporation, Wells Fargo, General Motors, NASA

The NEXUS K-12 Innovation Experience Program   Read More >>      Principal Investigator is Dan Kain   The Nexus K-12 Innovation Experience Program was developed by NAU and seeks to tap the potential of future scientists and mentor those students currently under-represented in STEM career fields:  young women, Native Americans, Hispanics, and those from under-served communities.  To accomplish this end, the program employs five different summer outreach initiatives:  1) Girls in Science Summer Day Camp;  2) the Engineering Outreach Initiative; 3) Summer Enrichment Program ; 4) STEP UP Engineer Camps; 5) Summer Scholars. The Girls in Science Summer Day Camp partners more than 20 biology and chemistry professionals with high school girls to examine CSI-style “suspicious death crime scenes” through hands-on experiments at NAU research labs. The Engineering Outreach Initiative, targeting Native American students, is designed for middle and high school students from around the state who are mentored by engineering professionals and practice problem-solving skills through interactive activities. The Summer Enrichment Program connects “at risk” middle school and high school students with the possibilities and promises of higher education.  The weeklong summer residential program uses problem-based learning to engage The STEP UP Engineer Camps for 10th-12th graders engage participants in applied STEM hands-on activities involving real-world issues and offer the opportunity for young people to build relationships with diverse university faculty, students, and working professionals—to be able to “see themselves” as engineers or scientists.  The Summer Scholar initiative, supported by the US Environmental Protection Agency and managed by NAU’s Institute for Tribal Environmental Professionals, uses focused inquiry to introduce students to the connection between current environmental issues and STEM. (SFAZ Investment $750,000) The results for the first year of the program are as follows: - 380 students participating in the program; 248 middle school and 132 high school - Students come from 8 Middle Schools, 1 Junior High School, and 7 High Schools - 95% of students from Rural Schools, 73% from Title I Schools, and 67% Native American - Although not the focus of the program, 34 teachers (22 Middle School, 12 High School) participated in the outreach initiatives - In-Kind matching support for the program was received from 41 scientists/mathematicians/technicians/college students who volunteered 865 hours of time to Girls in Science Summer Day Camp valued at approximately $12,500; 8 scientists/mathematicians/engineers volunteered 8 hours of time to the Summer Scholars initiative valued at approximately $800; The Photovoltaic Testing Laboratory at ASU Polytechnic Campus donated solar panels to the STEP UP Engineering initiative valued at $4,800 - Matching financial support for the program includes $4,000 from corporate donors to the Girls in Science Summer Day Camp, one week of the Summer Scholars initiative was co-funded by participating school districts ($5,200) and by the Institute for Tribal Environmental Professionals: ($5,700)

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Teacher Component Investments

The Math & Science Teaching Fellows Program, developed by ASU, engages 42 teachers in the laboratory and in the classroom for 5-week periods during the summer.  The teaching fellows are given the opportunity to choose the lab they would prefer to intern at during the program, with 7 labs to choose from in the Biosciences Track, 2 labs in the Information Technology Track, and 2 labs in the Sustainable Systems Track.  Mornings are spent in the laboratories and the afternoons bring together all of the fellows to work on curriculum development with the assistance of STEM education researchers in converting the lab experiences into modules, lesson plans, and instructional approaches that can be used back in the classroom.  Three weeks of follow-on interaction occurs between ASU education researchers and teaching fellows during the subsequent school year to help implement the research and curriculum developed during the summer.  During the total 8-week period, all participating Math & Science Teaching Fellows are given stipends of $8,000 apiece for the research internship and curriculum development activities. (SFAZ Investment $1 million) The first-year results of the program are as follows: • Total of 42 teachers participating in the program; 40 high school, 1 junior high, 1 middle school • 27 different schools across Arizona had teachers selected as Math & Science Teaching Fellows                                                                                          • 70% of Fellows come from Title I Schools; 17% of Fellows come from Rural Schools • 350 years of aggregate teaching experience; Mean 8 years, Range 1-31 years • 5,000 students estimated to be taught by the fellows on an annual basis. • Each Fellow spent 5 weeks in the program, followed by 3 weeks of off-site interaction with STEM education researchers during the subsequent school year • $66,000 in outside funding leveraged for the project; monies provided by the ASU Office of the Vice President for Research and Economic Affairs

The Arizona Science Teacher Advancement and Research Training (AZ-Start) Program, developed by the UofA, provides K-12 biology teachers research internships and professional development courses, and seeks to create a network of biology teachers through meetings and conferences.  The program develops graduate-level biology courses (on-line and in person) for K-12 teachers that provide opportunities for subject matter refreshment or enrichment and venues for teacher re-certification. The Principal Investigators (PIs) for the AZ-Start Program anticipate funding 20 teachers during the first year   They have already created a database of biology researchers, working at sites throughout Arizona, who will serve as research mentors for interns. (SFAZ Investment  $1 million) The first-year results of the program are as follows: - Total of 81 teachers participating in the program; 41 high school, 7 junior high, 14 middle school, 17 elementary school, and 1 from Arizona School for Deaf and Blind - 57 different schools across Arizona had teachers participating in the program - 44% of Teachers come from Title I Schools; 19% of Teachers come from Rural Schools; 6% teach entirely Native American students - 920 years aggregate teaching experience; Mean 11 years, Range 0-40 years experience - 8,650 students estimated to be taught by participating teachers on an annual basis - Participating teachers spent more than 4,200 hours in the program

Building Information Technology Skills through Astronomy (BITS through Astronomy)   Read More >>>    Principal Investigator is Katy Garmany Developed by the National Optical Astronomy Observatory (NOAO), BITS through Astronomy helps middle school and high school science teachers prepare their students for science career pathways through the use of astronomical images, mathematical exercises, and analytical tools.  Through activities at astronomical observatories and NOAO offices in Tucson the teachers learn how to engage their students in the types of mathematical analysis skills vital to technological careers, including interpretation of graphs, utilization of statistics, and understanding and using equations. Modeled on the very successful national program run at NOAO for high school teachers, BITS through Astronomy helped 8 teachers in the first year of the program instruct their students on how to operate image processing programs and manipulate additional common statistical analysis programs such as Excel. (SFAZ Investment $250,000) The first-year results of the program are as follows: - Total of 8 teachers participating in the program; 4 high school, 4 middle school - 8 different schools across Arizona had teachers selected to participate in program - 75% of Teachers come from Title I Schools; 37.5% of Teachers come from Rural Schools; 25% teach entirely Native American students - 84 years aggregate teaching experience; Mean 10.5 years, Range 1-31 years experience - 760 students estimated to be taught by participating teachers on an annual basis - Participating Teachers spend 15 days in the program and an additional 5 days developing classroom projects

The Teacher as Investigator Program developed by Northern Arizona University (NAU), provides K-12 mathematics and science teachers the opportunity to work in a research setting and take professional development classes designed to help the teacher translate the program experiences into actionable          curriculum back in classroom.  The program recruited 15 teachers to spend four or more weeks working directly with NAU research faculty in science and mathematics as members of research groups that also included undergraduate students funded by the NSF Research Experiences for Undergraduates program.  The teachers participated  in a graduate-level seminar in science education focused on assisting them to develop classroom activities for their own teaching.  The activities are based on the summer research experience and resulting improved understanding of science or mathematics as disciplines.  Besides being provided stipends to supplement their teaching salaries, teachers were provided with budgets for classroom supplies and small equipment to use in their new classroom activities.  Finally, teachers were provided support to attend either the Arizona Association of Teachers of Mathematics or the Arizona Science Teachers Association annual meeting and to present posters on their research experiences. (SFAZ Investment $600,000)   The first-year results of the program are as follows: - Total of 15 teachers participating in program; 6 high school, 8 middle school, 1 Elementary - 14 different schools across Arizona (Coconino, Pima, Maricopa, Yavapai, Gila, Mojave, Yuma Counties, Navajo Nations. - 69% of Teachers come from Title I Schools; 53% of Teachers come from Rural Schools; 7% teach at Native American students - 110 years aggregate teaching experience; Mean 7.3 years, Range 2-20 years experience - 1,835 students estimated to be taught by participating teachers on an annual basis - Participating Teachers spend 295 hours (7 40-hr working weeks) in the program

Bringing Biomedical and Genomic Research into High School Science  Read More >>   Principal Investigator is Xan Simonson Developed by Mesa Public Schools and ASU, this innovation program provides high school science teachers in Arizona with the technical skills, intellectual background, and ongoing support necessary to perform genomics research projects in their classrooms and establish biotechnology programs at their schools. The program builds a network of high school teachers with similar interests and links them to university researchers who are actively engaged in genomics research.  The network provides continual support for the teachers and integrates them and their students into ongoing genomics projects that have been specifically designed to be functional in a high school classroom environment. The program teaches a series of three courses that introduce high school teachers to genomics research and provide basic skills in microbiology, genetics, molecular biology, biochemistry and bioinformatics. In addition to the training, the 20 participating teachers are provided $2,500 apiece in funding to procure biotechnology classroom equipment. (SFAZ Investment $600,000) The first-year results of the program are as follows: - Total of 20 teachers participating in program; all 20 high school - 13 different schools had teachers selected to participate in the program, mainly in the Phoenix metro area and its environs - 40% of Teachers come from Title I, Rural or Native American schools - 232 years aggregate teaching experience; Mean 11.6 years, Range 1-37 years experience - 2,370 students estimated to be taught by participating teachers on an annual basis - Participating teachers spend 50 hours per month during autumn semester in the program and 15-17 hours per month in the spring - $92,000 in outside funding leveraged for the project; each participating teacher’s school required to provide 1:1 matching monies for classroom equipment and supply funding provided by SFAz.

............................................................................................................... Anticipated Outcomes for 2009 and 2010 SFAz STEM uses the Battelle report outcomes for 2007-2009 as a baseline for increasing the number of students and teachers who are impacted by its funded programs. The 2009-10 one-year goals are: • Quadruple the number of involved teachers from 681 to 2,700 (representing 5% of the K-12 teacher population) • Double the number of impacted students from 54,500 to 104,000 (representing 10% of the K-12 student population) Strategies Only schools and teachers can bring about the changes and improvements necessary to meet Arizona’s challenge. Our partners are K-12 schools and higher education institutions where students learn concepts and skills so when they enter programs in science, math and engineering they will achieve success.  SFAz STEM is the catalyst for effective learning and teaching strategies that make STEM education opportunities more accessible to more students. • Find. Research and track what works in STEM teaching and learning nationally and statewide and identify good programs and practices that build teacher content, enhance student achievement and engage participants through career exploration and project-based learning. • Build. Assist and guide schools and teachers in building and replicating STEM education models that fulfill our objectives and increase STEM access and opportunities for under-served student populations and rural districts. • Acquire. Identify and support funding opportunities to build and replicate effective STEM models and inform teachers and administrators of funding opportunities through grant writing webinars and information sharing. • Leverage. Build on investments already made by SFAz and others through establishing a network of STEM educators and leaders to advance a larger movement in Arizona that redefines STEM learning and teaching and reaches critical mass. Pathways Our over-arching vision is to create STEM Pathways for students and teachers across Arizona.  A STEM Pathway is a set of experiences that can include in-school courses and out-of-class activities that start students on a path in K-12 and leads them all the way to a degree or certification at a community college or university across STEM fields including engineering, mining, biotechnology, aerospace, sustainability and defense.  All of our programs are designed to fit into one or more components of a Pathway. • Student Pathway Components. A set of experiences that can include in-school courses and out of class activities that start students on a path in K-12 and leads them all the way to a degree by: o Rigorous math and science courses that prepares student for college and careers o Introduction to engineering and problem-based learning o Hands-on learning and teaching opportunities o Industry and career exposure and exploration o Early college opportunities in high school • Teacher Pathway Components. To identify best practices and measurement strategies that ensure quality STEM professional development and education by: o Increased math and science content knowledge at all grade levels o Real-world experiences with industry and in research that translate to the classroom o Establishment of interdisciplinary professional learning communities o Integration of career and technical education with academics o Vertical integration of efforts throughout grade levels Pathways For Teachers: • Biosphere 2 (B2) Center for STEM Teaching. Utilizes the unique environment of B2 for intensive training in innovative science and math teaching techniques. • Southern Arizona Industry Internships. Gives teachers the opportunity to experience technology and engineering at local companies in a hands-on way to share with students in the classroom; components include the option of earning advanced degrees. • Harnessing the Power of Data. Partners career and technical education teachers with math teachers across Northern Arizona to advance STEM teaching skills. • Biotech High.  Leverages federal grants to create a biotechnology “pathway” for students in high school and a community of science teachers better prepared to provide hands-on learning and college and career readiness in science areas. Pathways For Students: • Pathways to Engineering Careers. Meeting industry workforce needs by exposing high school students to engineering and enabling them to earn credits toward a college degree. The program began at Cochise College in Sierra Vista. • Math Achievement Club by Rodel and Science Expansion (MAC-Ro). Improves mathematics essentials for rural Arizona students in grades 1-5 and those in economically disadvantaged regions, this program has increased student achievement by 60%, as measured by AIMS. SFAz supported the expansion of the model for 4th graders in science. • “Eco Tech” High School. Transforms the former Metro Tech High School in Phoenix into the first of its kind “School of Sustainability” in which math, science and “green” industry is weaved into all subjects, including art and fashion design, through hands-on, project-based learning centered on renewable energy and sustainability. • Challenger Center North. Creates an off-site center geared toward improving math and science student achievement through space exploration and simulated space flight for students throughout Flagstaff, and eventually all of Northern Arizona, including the Navajo and Hopi reservations. Innovation Heroes SFAz and its corporate partners regularly honor teachers and students who are using innovative approaches toward excellence in mathematics and science. Teachers win recognition and a $500 gift certificate for supplies; students win recognition and a $1000 savings bond toward college.  Mathematics or Science Achievement Grants Program • Metro LEADS-Leading EcoExplorations and Demonstrations of Sustainability. A grant with the Phoenix Union High School District and Metro Tech High School that will support the integration of math and science content into the high school curricula using best practices that includes hands-on, project-based learning centered on sustainability. • Engineering 102 in High Schools. A grant with the Tucson Unified School District and the UA’s College of Engineering that extends an engineering experience at Chandler Hamilton High School, modeled after UA freshman engineering design experience-ENGR 102. • Harnessing the Power of Data (POD). A grant with Coconino Association for Vocation Industry and Technology (CAVIAT) and NAU that will increase science, technology, and math skills through problem-based learning modules in which students solve problems through data collection and analysis utilizing geospatial technologies. • Challenger Space Center North: Establishing a Northern Arizona STEM Education Hub Featuring Spaceflight Mission Simulations. A grant with Flagstaff Unified School District and Challenger Space Center of Arizona that will establish a STEM Skills Center in Northern Arizona, featuring a $750,000 Spaceflight Mission Simulator. This will provide vital experiential learning opportunities for K-12 pupils in Flagstaff and surrounding rural communities. • Bioregional Outdoor Education Project (BOEP). A planning grant with the Four Corners School of Outdoor Education involving four AZ schools and sixteen AZ teachers that will extend teacher’s best practices through peer leadership and quality teaching partnerships. As well as integrating math and science across the curriculum, integrating hands-on experiences inside and/or outside the classroom with STEM professionals and involving parents and the community through outreach and/or direct participation.

K - 12 Open Call Letter of Intent (LOI)

FULL PROPOSALS by invitation only. 

Science Foundation Arizona (SFAz) offers an Open Call for innovative proposals that can rapidly advance education in science, technology, engineering and mathematics (STEM) through (1) Institutes that focus on building STEM skill sets essential for entering the workforce and (2) Centers that focus on recruiting, training and retaining teachers. Both Institutes and Centers are intended to focus on motivating students and teachers alike through innovative partnerships and practices. These investments must be further defined by critical economic sectors of the Arizona economy: namely, Sustainable Systems (SUS), Advanced Communications and Information Technologies (ICT), and Biosciences (BIO).

Important features of the open call opportunity include better addressing the challenges and needs of under-represented Arizona populations and meeting the need for an effective and competitive workforce for the 21st century. The open call should be viewed as a stimulus to developing the industry partnerships and matching arrangements that are a necessary part of an effective Center or Institute.

It is expected that those responding can demonstrate the benefits of an immediate response from the Foundation with innovative proposals for developing Institutes and Centers that address the critical problems of technical workforce development and training, STEM teacher recruiting, training and retention, and STEM careers and literacy. Benefits should be immediate and measurable in terms of the competitive advantage and real K12 needs of the State of Arizona.

 

Detailed K-12 Student and Teacher Discover Investment Award Program Questions

Q:  Where should I upload the K-12 proposal?

A:  The directions for submitting your proposal are located in the RFP located on the SFAz website.  The web address for the upload is http://files.sfaz.org/

Q:  What is the user name password that I am being asked on the Secure login upload webpage at http://files.sfaz.org/?

A:  The secure login username is k12dropbox and ignore the prompt for the password as there is none.

Q:  Is the K-12 program renewable?

A:  Yes it can be renewed assuming that the program provides a report of milestones that are successfully achieved and the availability of state funds.

Q:  How do you measure the progress of a K-12 program?

A:  The progress is measured by reporting the milestones in a five and eleven month report.

Q:  Can a K-12 program have a budget change?

A:  The programs budget change may be requested if SFAz is contacted and is made aware of how and why the budget need to be changed.  SFAz must approve such a request.

Q:  Reviewing the budget for my proposal, I see there is a 10% institutional allowance in addition to the total for "programs".  Will this amount be deducted from the total award?

A:  The RFP states “In lieu of indirect costs (which are not allowed), a 10% institutional allowance will be added”.  Therefore, please add the institutional allowance to total budget.

Q:  Does the 10 page narrative include references? Or is it the 10
 page narrative and additional pages of reference?

A:  It is 10 pages total.

Q:  Do the supporting documents need to be in 12-point Arial font?  For
instance, the CVs  and the budget justification?

A:  Yes, everything is to be submitted in 12-point Arial font.   One exception is letters of recommendation written and signed by the districts as the point size and type font cannot be controlled.

Q:  Is there a format for the Curriculum Vitae  (CV) that is required? For instance, National Science Foundation (NSF) CV or a similar 2 page CV?

A: NSF format is an excellent format and it is the required format.  You may view an example of a NSF CV format here>>.

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NEWS AND LINKS

New Biosphere 2 Short Courses for STEM Teachers A Success >>

Education Group Selects Top Teacher Candidates >>

Arizona Students Struggle of First Science Aims Test >> 

Arizona Kids Need Knowledge of Science to Compete and Win >>

 

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