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Our study investigates the first year of a two-year place-based education (PBE) professional development model that focuses on career development in rural middle schools through project-based learning (PBL) units. Rural science, technology, engineering, and mathematics (STEM) educators face unique challenges, including geographic isolation, limited resources, and reduced access to professional development opportunities, which can hinder the effective integration of career-oriented learning in the classroom. We addressed these challenges by implementing professional development in which school counselors and teachers collaborate to design PBL units aligned with rural community local needs and STEM careers. Using a descriptive multiple-case study methodology to document the experiences of three teams of educators, we used cross-case analysis to explore how the teams integrated PBL and PBE principles to foster meaningful learning experiences and enhance career awareness among students. The research questions focused on each team’s implementation of the PBL units based on key PBL design elements and how they integrated local community connections and places. Initial findings suggest that while teams effectively engaged with community members and integrated STEM career connections, they faced challenges in broadly applying learning and assessment practices. We highlight the potential of PBE to enhance rural STEM education and emphasize the need for long-term professional development to equip teachers with the skills necessary to integrate STEM content and career development effectively.
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This content will become publicly available on January 1, 2026
Building Resilience in Rural STEM Teachers Through a Noyce Professional Learning Community
Addressing the critical STEM teachers’ shortage in the rural United States requires not only recruiting new teachers but also improving retention and teacher resiliency. This study explores contextual protective factors through the Early Career Teacher Resilience (ECTR) framework. The major objective of this study was to evaluate the impacts of the NSF Noyce Professional Learning Community (PLC) on rural STEM teacher resilience. Key components of the Noyce PLC included scholarship support, pre-service mentoring, attendance at local and regional educational events, active engagement in the program’s annual summer conference, and participation in a closed Facebook group. We developed an ECTR framework-based online instrument with 28 questions and sent it to 311 university alumni, including 44 Noyce alumni. The results suggest that the Noyce PLC has excelled in fostering collaborative learning environments, providing resources that enhance teaching and learning, accommodating new and different ways of thinking, and supporting teachers’ professional growth beyond graduation. The findings underscore the importance of integrating theoretical and practical knowledge, supporting ongoing professional learning, and building strong professional relationships. Several aspects of the Noyce PLC could be replicated in other STEM teacher preparation programs to enhance teacher resilience, effectiveness, and career development.
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- Award ID(s):
- 1950255
- PAR ID:
- 10592120
- Editor(s):
- Peña-Martínez, Juan
- Publisher / Repository:
- MDPI
- Date Published:
- Journal Name:
- Education Sciences
- Volume:
- 15
- Issue:
- 1
- ISSN:
- 2227-7102
- Page Range / eLocation ID:
- 85
- Subject(s) / Keyword(s):
- professional learning community teacher resilience teacher retention NSF Noyce teacher preparation
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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