Henry Schaffer

This Scale-Up project uses advanced cyberinfrastructure in combination with sustained, relevant, professional development to support teachers' use of advanced software tools in algebra and geometry. All of these components have been demonstrated as promising approaches to addressing STEM workforce shortfalls among under-represented populations. Together, they form a powerful strategy for effectively scaling regionally and nationally. This project will focus on a set of rural school systems in North Carolina as a test-bed for conducting a rigorous evaluation of scale-up. We propose to provide opportunities for students to engage in problem-solving and inquiry approaches to learning mathematics in technology-rich environments to address knowledge, skills, and dispositions crucial for STEM workforce readiness. Visual simulation and modeling software, Geometer's Sketchpad and Fathom, has been proven in small-scale studies to improve student learning and affect in mathematics. Scaling these tools has been limited not only by teacher?s pedagogical content knowledge, but also by access to appropriate cyberinfrastructure. Robust cyberinfrastructure is now coming to fruition in NC by the combination of a statewide K-12 Internet connectivity project, a 1:1 computing initiative, and the development of a highly scalable cloud computing architecture, the Virtual Computing Lab (VCL), for delivering software applications. This ubiquitous computing and information platform (UCIP) now makes possible teacher professional development, informed by the TPACK model and centered on a rich technological and information environment. The teacher development and their classroom practice is further enhanced and linked to STEM careers through a mentor network. The professional development and mentor network are also directly supported by cyberinfrastructure through a portal coordinating continuing online professional development and the mentor network. The UCIP removes key technical, logistical and economic barriers associated with traditional IT staffing and resources: of critical importance in underserved K-12 environments. Our rigorous evaluation study, partnering with a set of rural school systems, will validate and refine a scalable set of efficacious approaches to addressing STEM workforce challenges. Our Scale-up proposal is supported by a public-private partnership involving State government, private sector companies, and private foundations and should be able to rapidly move to a statewide, regional or national model based on the project outcomes. Intellectual Merit This project proposes four interrelated and scalable interventions' use of ubiquitous laptop computers, teacher professional development, professional mentoring of teachers and students, and cloud computing--to increase student success in existing mathematics curricula and thereby help motivate students to pursue further STEM education and careers. A rich, existing literature base is used as a foundation for integrating and scaling known, effective strategies many of which have been supported by prior NSF grants. We will contribute to the body of knowledge related to improving student motivation and achievement towards STEM careers through mathematics by researching and evaluating the combination of the UCIP and current best practices in math teacher professional development in the proposed scalable strategy. In addition to investigating the impact of this approach on student knowledge, skills and dispositions towards STEM careers, the evaluation will also look at the macro-scale issues (e.g., leadership, communication, sustainability) of scale-up in this context. Broader Impact The UCIP cyberinfrastructure provides technically and economically underfunded educational institutions a scalable means to integrate advanced technologies with pedagogical approaches that improve student outcomes. A leading educational software company has teamed with us to explore how the UCIP can be a new model for effective, affordable, and scalable software distribution to schools. Combining

NC State's VCE (originally called VCL) is a computing environment in use at NC State, which is very attractive to the North Carolina Community College System (NCCCS). It is expected to help them deliver educational services to their students in a manner both superior to and with less resource expenditure than their current computer labs. After investigating the VCE the NCCCS put it into their plans. They then requested and received a Legislative appropriation to fund a production pilot using NC State's resources. The services provided under this agreement by NC State will support pilots at a number of NC Community College campuses.