Past Projects

Additional information about the CME Network 11 can be found here.

Funded by two grants from the Bill and Melinda Gates Foundation, the Leading with Algebra Project was a partnership between DePaul University and Chicago Public Schools to 1) support the implementatin of the Common Core State Standards for Mathematics in the pivotal area of algebra and 2) provide professional development for and build a network of 8th grade algebra teachers across Chicago Public Schools.

The first two years of the project focused on professional development to support 8th grade algebra teachers in making the transition to the more rigorous standards of the Common Core. Approximately 150 teachers met four times a year in professional learning community meetings across the city to increase their familiarity with the Common Core and enhance their pedagogy. The second two years of the project continued the professional learning community meetings with an increased emphasis on building networking among the teachers, who are frequently the only algebra teachers in their schools. We created a quarterly newsletter which included challenging math problems, Math Talk ideas, teacher spotlights, updates from PARCC/CPS/Department of Math, relevant reading suggestions, unique tools and insights that met new demands made on teachers by the Common Core, and enhancements for innovative math classrooms.

Visit the Leading with Algebra website.

Funded by the Dolciani Mathematical Enrichment Grants Program of the Mathematical Association of America, this program improved the quality of the math circles held in two underserved Chicago communities, Bridgeport and Pilsen. We significantly increased the number of children attending these sites, worked to design the sessions to be more engaging for the students we served, and held summer teaching workshops to develop the teaching practices of the doctoral students who led these math circles. 

Funded by the Chicago Community Trust, this project improved middle grade math and science instruction in two networks in the Chicago Public School district by providing in-school coaching for math and science teachers in seven high need schools, as well as professional development to increase the math and science content knowledge for teachers in all 81 schools in the two networks. A team of three science coaches and three math coaches worked to build equity of access to high quality math and science instruction in high-poverty schools.

Funded by the National Science Foundation, this program increased the content, pedagogical, and leadership skills of high school mathematics and science teachers in Chicago Public Schools. Four full-time DePaul mathematicians developed innovative workshops and courses for high school mathematics teachers and collaborated with them on the development of a capstone course for high school seniors during the period 2010-2014.

Funded by the National Science Foundation, the CIRRUS Program worked to develop STEM pipelines for students from underrepresented groups in Chicago. This project was a collaboration between DePaul and two of the Chicago City Colleges, Harold Washington and Truman. The program included internships, summer research opportunites, and career counseling to increase retention of students from underreresented groups.

Funded by the Chicago Community Trust, this program was a partnership of STEM-related university centers at DePaul, Loyola, UIC, and the University of Chicago formed to support research-based, content-­rich reforms in K-12 science, mathematics, engineering, and technology and to improve and inform mathematics and science education policy decisions in the Chicago area and at the state level.

Funded by a two-year Illinois Math/Science Partnership grant, this project provided professional development and networking for a cadre of 13 CPS and 6 Archdiocesan teachers who took leadership roles in the implementation of the Common Core Standards in their schools and districts in the area of algebra. 

Funded by NASA, this program infused NASA related science content into secondary level science courses in Chicago Public Schools. We worked with 6 high school teachers and 30 of their students to collaboratively develop an 11th grade science course for CPS students. As part of this effort, 15 high school students and 4 high school science teachers spent four weeks at DePaul during each of the summers of 2010 and 2011 to conduct balloon-based high altitude research projects in biology, physics, astronomy, and atmospheric science. 

Funded by the Elizabeth Morse Genius Charitable Trust, this grant provided funding for undergraduate research internships in a biomedical research setting, with a goal to target women and students from underrepresented minorities. Approximately 50 DePaul undergraduates were placed in biomedical interships over 4 years.

Funded by the Illinois State Board of Education, 4 two year Math Science Partnership grants funded the development of a Master's Degree program for middle school math teachers, a Master's Degree for middle school science teachers and a Master's Degree for high school environmental science teachers. The grants also provided tuition support for initial cohorts totaling 100 teachers in the math and science programs.