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Dr. Paige Evans is the Co-Director and Clinical Professor for the teachHOUSTON program in the Colleges of Natural Sciences and Mathematics and Education at the University of Houston (UH). Through this role, she provides vision for new programs to support student success and increase STEM teacher production. She also collaborates with leaders at local, state, and national levels to enrich STEM education and enhance STEM literacy for all.
Dr. Evans frequently publishes and presents on her research interests that include STEM teacher preparation, STEM education, and culturally responsive pedagogy. Moreover, she co-authored the book, Preparing Teachers to Teach the STEM Disciplines in America’s Urban Schools.
Dr. Evans served as the president of the UTeach STEM Educators Association and was an American Physical Society Physics Teacher Education Coalition Fellow. She is the recipient of five UH Teaching Excellence Awards including the 2024 Group Teaching Excellence Award and the 2022 UH Distinguished Leadership in Teaching Excellence Award. Additionally, she was honored with the American Educational Research Association Narrative Inquiry Outstanding Publication Award (2019; 2024), the American Physical Society for Improving Undergraduate Physics Education Award (2019 – 2021), and the NSF STEM for all Video Showcase Award (2021; 2022).
Prior to joining the UH faculty in 2008, she spent 18 years as a math/science educator and served in various leadership positions. She received her B.S. in Secondary Education/Biological Sciences from the Pennsylvania State University, her M.A. in Physics Education from the University of Texas at Austin, and her Ed.D. in Professional Leadership from the University of Houston.
Current Grant Funding:
National Science Foundation, DUE #2345134, PI, Developing STEM Teacher Leaders in Culturally Responsive Classroom Management, Engineering Design, and Induction (STEM LEAD), $2,994,298 (5/2024 – 4/2029). Noteworthy contribution: Develops secondary STEM teacher leaders in areas of culturally responsive classroom management and induction.
Department of Education, Co-PI, Developing Modeling and Simulation Based Programs at the University of Houston, $1,074,876 (1/2024 – 12/2026). Noteworthy contribution: Leverage the funding of the Modeling and Simulation Program to develop a minor in IE undergraduate program, a new track for the IE graduate program, and a certificate for non-IE graduate students in Systems Modeling and Simulation.
Houston Endowment (subaward from the University of Texas), PI, Project Support for the UTeach Texas Certification Program to Develop an Expansion Plan for the Houston Region, $102,254 (11/1/2023 – 8/31-2024). Noteworthy contribution: : Implement an effective and scalable model for an accelerated, internship pathway to STEM teaching for degree-holders and career-changers.
Bill & Melinda Gates Foundation (subaward from the University of Texas), PI, UTeach for Texas, $743,312 (9/1/2023 – 8/31/2026). Noteworthy contribution: Implement an effective and scalable model for an accelerated, residency-based pathway to STEM teaching for degree-holders and career-changers.
National Science Foundation, DUE #2318178, Senior Personnel, HSI Implementation and Evaluation Project: FIELDGEO – Field Investigations and Education Leading to Degrees in Geoscience, $1,000,000 (8/1/2023 – 7/31/2027). Noteworthy contribution: Provides preservice teachers with geology field trip experiences.
National Science Foundation, DUE #2220683, Co-PI, Industries of the Future Research Experience for Preservice Teachers (RE-PST),” $500,000 (1/1/2023 – 12/21/2025). Noteworthy contribution: Provides preservice teachers with technology research opportunities.
National Science Foundation DUE # 2141674, Co-PI, “3D Printing Dissected for Engineering design and Manufacturing Education of Preservice Teachers,” $299,998 (10/1/2022 – 9/30/2025). Noteworthy Contribution: Provides preservice teachers with a technology education courses that infuses engineering design.
National Science Foundation DUE # 2153754, PI, “Transforming STEM Professionals into Culturally Responsive STEM Teachers,” $1,199,995 (4/1/2022 – 3/31/2027). Noteworthy contribution: Provides career changers with secondary STEM teacher certification with scholarship support; provides a STEM Learning Community for participants.
National Science Foundation DUE # 1950036, PI, “University of Houston – Advancing Cultural and Computational Engagement in STEM Scholars (UH-ACCESS),” $1,439,772 (4/1/20 – 9/01/26). Noteworthy contribution: Provides $720,000 in scholarship support for NSM and COT majors and a Teacher Interest Group focused on social justice in education.
National Science Foundation, DUE # 1759454, PI, “Enhancing STEM Teacher Leadership through Equity and Advocacy Development (LEAD Houston),” $2,825,430 (3/1/18 – 2/28/25). Noteworthy contribution: Provides 30 in-service teachers with a funded master’s degree in STEM education inclusive of Culturally Responsive Pedagogy and salary supplements for professional development.
National Math & Science Initiative, PI, “Support for teachHOUSTON,” University of Houston – Leadership Through Equity and Advocacy Development, $173,512 (2/1/19 – 6/30/25). Noteworthy contribution: Provides new teachers with induction support.
Current Teaching Responsibilities
EDUC 4314: Student Teaching Seminar 7 – 12 for Mathematics and Science
EDUC 4315: Student Teaching Internship 7 – 12 for Mathematics and Science
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McIntush, K.E., Mateer, R., & Evans, P. (2024) (in press). Secondary Urban STEM Teacher Candidates’ Perceptions of a Culturally Responsive Classroom Management Course: A Qualitative Analysis. New Directions in Teaching and Learning Journal, Special Edition.
Craig, C., Evans, P., Stokes, D., McAlister-Shields, L. & Curtis G. (2023). Multi-layered mentoring: Exemplars from a U.S. STEM teacher education program. Teachers and Teaching: Theory and Practice. DOI: 10.1080/13540602.2023.2236957.
Evans, P. K., (2022). She Even Gave Me Her Liver: A Story Given Back. In Craig, C., McDonald, D., & Curtis, G. (Eds), Learning, Leading, and the Best-Loved Self in Teaching and Teacher Education. Palgrave Macmillan.
Evans, P., Craig, C., & Manuel, M. (2021). Generative mentorship: Exemplars from a STEM teacher preparation program. In Mena, J. & Clarke, T. (Eds), Teacher induction and mentoring: Supporting beginning teachers entering the profession. Brill Publishing.
Craig, C., Evans, P., Stokes D. (2021). Preparing teachers to teach the STEM disciplines in America’s urban schools. Advances of research in teaching. UK: Emerald Publications.
Craig, C., Evans, P., Stokes D. (2021). Overview of the book. In Preparing Teachers to Teach the STEM Disciplines in America’s Urban Schools. Advances of research in teaching. UK: Emerald Publications.
Evans, P., Craig, C. J., Stokes, D. & Morgan, J. (2021). Overview of the teachHOUSTON program. In Preparing Teachers to Teach the STEM Disciplines in America’s Urban Schools. Advances of research in teaching. UK: Emerald Publications.
Stokes, D. & Evans, P. (2021). Collaboration between a physics professor and a physics teacher/teacher educator. In Preparing Teachers to Teach the STEM Disciplines in America’s Urban Schools. Advances of research in teaching. UK: Emerald Publications.
Evans, P., Stokes, D., & Craig, C.J. (2021). A narrative inquiry into teaching physics as inquiry: One teacher’s journey. In Preparing Teachers to Teach the STEM Disciplines in America’s Urban Schools. Advances of research in teaching. UK: Emerald Publications.
Stokes, D. & Evans, P. (2021). Enhancing preservice teacher preparation through formal and informal learning experiences. In Preparing Teachers to Teach the STEM Disciplines in America’s Urban Schools. Advances of research in teaching. UK: Emerald Publications.
Evans, P. McAlister-Shields, L., Manuel, M., Craig, C. J., Stokes, D. & Nguyen, H. (2021) Examining the impact for informal experiences on preservice teacher’s self-efficacy. In Preparing Teachers to Teach the STEM Disciplines in America’s Urban Schools. Advances of research in teaching. UK: Emerald Publications.
Craig, C. J., Verna, R., Stokes, D., Evans, P. & Abrol, B. (2021). Understanding the influence of parents on students entering the STEM disciplines and choosing STEM careers. In Preparing Teachers to Teach the STEM Disciplines in America’s Urban Schools. Advances of research in teaching. UK: Emerald Publications.
Craig, C. J., Evans, P., Verma, R., Stokes, D. & Li, Jing (2021). Understanding the influence of “unsung teachers” on students pursuing STEM studies and teaching in STEM subject areas. In Preparing Teachers to Teach the STEM Disciplines in America’s Urban Schools. Advances of research in teaching. UK: Emerald Publications.
Li, J., Evans, P., Craig, C., Stokes, D., Verma, R., & Zhu, G. (2021). Understanding the influence of professors on students’ majoring in the STEM disciplines and entering STEM careers. In Preparing Teachers to Teach the STEM Disciplines in America’s Urban Schools. Advances of research in teaching. UK: Emerald Publications.
Li, J, Gale, T., Craig, C. J., Norton, M., Evans, P., Stokes, D. & Verma, R. (2021). Valuing STEM scholarship grants that fuel STEM teaching and learning. In Preparing Teachers to Teach the STEM Disciplines in America’s Urban Schools. Advances of research in teaching. UK: Emerald Publications.
Evans, P., Manuel, M., Nguyen, H., Stokes, D., Craig, C. J., Han, X., & Morgan J. (2021). Where are the teachHOUSTON preservice candidates now? Are they still in the urban teacher force? In Preparing Teachers to Teach the STEM Disciplines in America’s Urban Schools. Advances of research in teaching. UK: Emerald Publications.
Craig, C., Evans, P., Stokes D. (2021). Final words. In Preparing Teachers to Teach the STEM Disciplines in America’s Urban Schools. Advances of research in teaching. UK: Emerald Publications.
Manuel, M., Evans, P., McAlister Shields, L. (2020). teachHOUSTON alumni: Agents of change in secondary STEM education. In C. J. Craig, L. B. Turchi & D. McDonald (Eds.), Cross-Disciplinary, Cross-Institutional Collaboration in Teacher Education. Palgrave Macmillan.
Stokes, D. & Evans, P. (2020). Learning and leading as collaborative physics education/physics partners: Building a physics teacher education program. In C. J. Craig, L. B. Turchi & D. McDonald (Eds.), Cross-Disciplinary, Cross-Institutional Collaboration in Teacher Education. Palgrave Macmillan.
Evans, P., Dillard, K., Rodriquez-Wilhelm, D., & McAlister-Shields, L. (2019). Like-minded people: University-based interdisciplinary collaborations in STEM teacher preparation programs. Journal for STEM Education Research, 2(1), 35-54.
Craig, C., Evans, P. & Li, Jing (2019). The Gordian knot of teacher induction: When context endangers teacher preparation and the desire to teach. In D. McDonald (Ed.). Teacher induction in secondary schools in urban America. Charlotte, NC: Information publishing.
Craig, C., Evans, P., Verma, R., Stokes, D. & Li, Jing. (2019). A tribute to “unsung teachers”: Teachers’ influences on students enrolling in STEM programs with the intent of entering STEM careers. European Journal of Teacher Education, (42), 335-358.
Craig, C., You, J., Zou, Y., Verma, R., Stokes, D., Evans, P. & Curtis, G. (2018). The embodied nature of narrative knowledge: A cross-study analysis of embodied knowledge in teaching, learning, and life. Teaching and Teacher Education, (71), 329-240. DOI: 10.1016/j.tate.2018.01.014. Impact Factor: 2.473
Craig, C., Verma, R., Stokes, D., Evans, P. & Abrol, B. (2018). The influence of parents on undergraduate and graduate students’ entering the STEM disciplines and STEM careers. International Journal of Science Education, 40(6), 621-643. DOI:10.1080/09500693.2018.1431853. Impact Factor: 1.327.
Stokes, D., Evans, P. and Craig, C., (2017). Developing STEM Teachers through both Informal and Formal Learning Experiences, Search and Research: Teacher Education for Contemporary Context. Editors Juanjo Mena, Ana Garcia Valcarcel, Francisco Garcia-Penalvo and Marta Martin del Pozo, Publisher Ediciones Universidad de Salamanca.
Craig, C., Evans, P., Stokes, D. & Bott, S. (2017). Attracting, preparing and retaining teachers in high need areas: A science as inquiry model of teacher education. In M. Peters, B. Cowie & I. Mentor (Eds.) A companion to research in teacher education. New York, NY: Springer Publishing. (Handbook Chapter)
Stokes, D., Evans, P., Craig, C., & Bott, S. (2016). Recruitment, Retention and Preparation of Secondary Physics and Chemistry Teachers. American Physical Society Forum on Education.
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