STEM majors in their junior year of their undergraduate program who are interested in pursing a teaching career in middle school or high school are encouraged to apply to be a CS-STEM Scholar.
CS-STEM Scholars are provided with:
- Advising and mentorship as undergraduate students
- Support in developing their abilities to teach in culturally sustaining ways through monthly CS-STEM Equity Seminars
- Support in preparing for the content test needed for admission to the PLU Masters in Education (MAE) program
- Access to materials in the PLU STEM Resource Library
- Placement in classrooms with expert teachers during their time in the MAE program
- Induction support for their first two years of teaching
- A forgivable loan of up to $21,700 for their final year as an undergraduate student
- A forgivable loan for up to $21,700 for the PLU MAE program
CS-STEM Scholars are committed to:
- Earning a Bachelors degree in a STEM discipline and a Masters in Education at PLU with an endorsement in science or mathematics
- Teaching science or mathematics in a high-need school district in middle school or high school for 4 years after completion of the Masters program
- Addressing education inequities
- Learning to teach in culturally sustaining ways
- Being a member of a cohort
In order to apply to be a CS-STEM Scholar for academic year 2024-2025, please submit:
- a CS-STEM Scholar Application,
- your resume, and
- 2 letters of recommendation regarding your commitment to teaching
by March 1, 2024.
Letters of recommendation should be emailed to firstname.lastname@example.org by the letter writers.
Candidates will have an interview. Those selected CS-STEM Scholars will sign a promissory note.
Applicants must be majoring in a STEM discipline at PLU with a GPA of 3.0 or higher with junior standing. Must plan on applying to and attending the PLU Masters in Education program. Applicants must be US citizens or nationals, or permanent residents. Consideration will be given to financial need and to candidates from backgrounds underrepresented in teaching.
Funding for this project is provided by the National Science Foundation Grant No. 1950106
Any opinions, findings and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.