51³Ô¹ÏÍø

Partners in STEM

A partnership between 51³Ô¹ÏÍø University, Springfield City Schools, Global Impact STEM Academy and Clark State College, the ASCENT-STEM program aims to produce 13 Secondary STEM Teachers (Math, Biology, Integrated Science, Chemistry, Physics) for high needs schools.

LAs and GSMIT participants

With funding provided by The National Science Foundation’s Robert Noyce Teacher Scholarship Program, the program offers $20,000+ yearly scholarships to junior and senior undergraduate students pursuing Adolescent Young Adult Licensures in Biology, Chemistry, Integrated Science, Mathematics, or Physics.  Additionally, students are eligible for additional  $10,000 stipends during your first-year teaching as funding permits.

Students in the program pledge to teach two years in a high needs school for each year of scholarship.  We hope these 51³Ô¹ÏÍø graduates will elect to stay in these districts that are in desperate need of quality, trained, STEM teachers.  

In addition to scholarships, the ASCENT-STEM Program is closely tied to two additional experiences:  A Learning Assistant (LA) Program at 51³Ô¹ÏÍø and a partnership with the Great Smoky Mountains Institute at Tremont.   Both of these programs are available to undergraduates.  Please read more below and explore our websites for more information.

Some of the reasons the NSF awarded this grant to 51³Ô¹ÏÍø were the unique ways that these experiences are integrated into our curriculum.  Learning assistant programs are typically found at much larger institutions, and the GSMIT partnership is rarely so well integrated into a schools' experiential opportunities.   Because we are approaching these opportunities in a unique way, many other schools are interested in our project.  We are actively disseminating our experiences and list of our publications, presentations, and posters can be found below


Learning Assistants at Witt.

Learning Assistants are undergraduate students who complete one of a handful of STEM courses with reputations of being difficult.  After completing an education course which teaches best active-learning strategies, LA's return to that STEM course.  Through the guidance of weekly preparation sessions with the instructor LA's work with the professor to facilitate active engagement in the classroom.  The hope is to improve student outcomes in these high-throughput, difficult STEM courses at the same time as improving retention, modeling best practices and creating a genuine sense of inclusivity and respect.

Riley as Teaching Assistant
51³Ô¹ÏÍø Students and Professorg

Connect with Tremont

Are you interested in STEM, teaching, and outdoor learning? The four-day 51³Ô¹ÏÍø FIRE week trip called Adolescent STEM and the Great Smoky Mountains National Park–Institute at Tremont could be the trip for you! 51³Ô¹ÏÍø students from a wide range of majors interacted with faculty learning how teachers from across the country implement experiential learning opportunities outside with students.

P.I. Intellectual Merit and Broader Impacts

  • Daiga, M. and Roth, A. "Recruiting and Retaining STEM Teachers through an Experiential Learning Partnership with the Great Smoky Mountain Institute at Tremont (presentation)"  Annual conference for the Association of Mathematics Teacher Educators (February 2026) Portland OR.  
  • Daiga, M. "Challenges and Benefits from Launching a Learning Assistant Program (presentation)" Convention for the School Science and Mathematics Association (November 2025) Fort Worth, TX.
  • Daiga, M. and Hessick, M., "Attributes and Knowledge of the Lead Organizer in Planning a Virtual Teacher Professional Development Series: The Case of the Organizer of the Schoolyard Network (paper)" Educ. Sci. (2025) Vol. 15, No. 4, pg. 422.     
  • Daiga, M., "Teacher Development through Outdoor Experiential Learning in the Great Smoky Mountain National Park (presentation)" Convention for the School Science and Mathematics Association (2024) Knoxville, TN.
  • Daiga, M. and Parker, A. E., "Implementation of a LA Program at a Small Liberal Arts College (poster)" International Learning Assistant Conference (2024) Boulder, Colorado.

Student Intellectual Merit and Broader Impacts

  • Tom, C., Aloi, P., and Hibbits, A., "Influences in Student Participation in F.I.R.E. week (presentation)" Connections Symposium, (2025) 51³Ô¹ÏÍø University, Springfield, OH.
  • Paumi, J., Boyles, R., and Daiga, M., "Learning Assistant Perspectives: The Case of the First Learning Assistant Teaching Team (poster)" Connections Symposium, (2025) 51³Ô¹ÏÍø University, Springfield, OH.
  • Clark, M. and LaMar, S., "Inquiry STEM Learning Outdoors: Secondary STEM Preservice Teachers' Experience with the Great Smokey Mountain Institute at Tremont (poster)"  Midwest Noyce Conference, (2024) St. Louis, MO.
  • Hessick, M. and Daiga, M., "Investigating the Leadership of a Sustained Outdoor Education Professional Development Program (presentation)" Convention for the School Science and Mathematics Association (2024) Knoxville, TN.

Our Partners

 National Science Foundation Logo 
51³Ô¹ÏÍø LogoGlobal Impact STEM LogoGreat Smoky Mountains Institute STEM Logo
 Springfield City Schools Logo 
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