The focus of this targeted TA is to build the capacity of early childhood higher education programs to support their students to implement and sustain high-quality inclusive STEM teaching and learning, ensuring that all young children can access and participate in STEM opportunities, especially children with disabilities. The goal of the TA is to support six higher education/professional development professionals in the implementation of learning opportunities focused on high-quality inclusive STEM practices. The TA will be driven by the need to increase access to and participation in STEM education for each and every child, especially those children with disabilities.

Goal of the Partnership:

The goal of the STEMIE Higher Education Cohort TA is to support each participant to embed learning opportunities focused on high-quality inclusive STEM practices into higher education.

By the end of their time in the cohort, participants will:

1. Increase knowledge of inclusive practices in early STEM teaching and learning as it relates to their coursework and practica.
2. Understand STEM learning trajectories that can be implemented into courses/sessions for providers to support STEM learning for all children.
3. Plan for embedding inclusive STEM teaching and learning into their higher education program.

STEMIE will provide TA to six early childhood higher education faculty/staff over 1.5 years from August 2026 to May 2028. Activities will include an introductory call, consultation with STEMIE’s team every two to four weeks (flexible based on program’s needs), quarterly Community of Practice (COP) meetings, and an in-person leadership institute (paid for by STEMIE and hosted in Chapel Hill, NC) between August 6-7, 2026. Participants will develop at least one end product that meets their needs (e.g., an assignment, syllabus, resource, etc). The table below provides information about the resources that the STEMIE team will bring to the early childhood higher education as well as the expectations for you and your program.

Participants must be an individual from higher education setting (4 year institution, community college) that regularly interacts with students/learners in the program. Letters of commitment from participants are required and should describe the program’s commitment to the effort and ability to fulfill the responsibilities and commitments below.

STEMIE Responsibilities and Resources	Participant Responsibilities and Resources
STEMIE will organize an in-person leadership institute between August 6-7, 2026. This leadership institute will include three activities: 1) asynchronous knowledge building on inclusive STEM, 2) two-day face-to-face workshop utilizing adult learning principles to engage participants in integrating inclusive STEM practices, 3) action planning. STEMIE staff will support participants in creating plans and adapting courses/syllabi to produce a final product at the end of the cohort.	Between August 6-7, 2026, participant will attend the 2-day workshop (paid for by STEMIE) and collaborate with STEMIE team members and each other, with STEMIE providing travel funding for a limited number of team members (if more than one faculty member from a program is participating).
A STEMIE TA professional will be assigned to you to provide TA.  The STEMIE TA professional will build trust and effective communication pathways with the leadership individual.   The STEMIE TA professional will learn about existing content on inclusive STEM practices and work with participant to develop ideas and goals around their time in the TA opportunity.	The participant will work with STEMIE personnel to create a collaborative system whereby input and feedback from STEMIE TA professionals may be effectively disseminated to their students/learners.
STEMIE will provide ongoing support to the participant regarding embedding inclusive STEM content, learning trajectories-based pedagogy, and provide feedback/guidance on the development of new content.	The participant will be available to meet with or check in (via email, Zoom, phone, etc.) with STEMIE staff at least every month during the first year of work and then as negotiated between the STEMIE TA professional and the leadership individual thereafter.
STEMIE personnel will conduct virtual quarterly Community of Practice (COP) meetings to address topics relevant to all the sites. Meetings will include both STEMIE content/resources and an opportunity for program/center sites to share resources, ask questions, and learn from one another. Topics for the meetings will be based on the ongoing needs of the sites.	The participant will attend the virtual COP meetings prepared to learn about new practices while also bringing relevant questions and resources to share upon request.
STEMIE team will conduct evaluation activities throughout the time together to continually adjust the TA as needed and an evaluation at the end of the cohort experience.	Participants will provide feedback to support continuous improvement of their TA experience and also be invited to provide video testimonials about their time in the cohort (sharing experiences, problem solving, etc.) at the end of the 1.5 years. Students may also be invited to share feedback on the revamped learning experiences.

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Support for your Application:

If you would like additional information about the higher education cohort, email Jessica Amsbary (amsbary@med.unc.edu)

Applications are due by the end of the day on Friday, June 26, 2026. 

Applicants will be informed of selection decisions by July 2, 2026.