Tiffany Pace

Charleston, WV | K-6, Science, 2020

What motivates you to contribute to excellence in STEM teaching?

As an elementary STEAM teacher, I strive to create meaningful, hands-on learning experiences that ignite curiosity and foster growth, not just academically, but socially, emotionally, and personally. By cultivating a classroom culture where exploration is encouraged and mistakes are embraced as part of learning, I can lay a strong foundation early—before stereotypes limit potential or fear of failure takes hold—so every child can discover who they are and what they’re capable of becoming.

What has been the most transformative moment that affirmed your impact on STEM education?

As a co-creator of the first United States–Uruguay STEAM Team, I have the privilege of witnessing my students grow into empowered global leaders. Through meaningful collaboration with their international peers, they are developing innovative solutions to some of today’s most pressing global challenges. This experience goes far beyond academic learning—it fosters confidence, cross-cultural understanding, and deep empathy. By sharing their ideas and innovations on an international stage, my students are discovering the power of their voices and the impact they can have right now as changemakers who understand their responsibility and potential to help create a better, more connected world.

Using your platform as a Presidential Awardee, how do you hope to advance our nation in STEM?

I believe a stronger, more innovative future begins in our classrooms by inspiring and equipping the next generation of thinkers, creators, and problem-solvers. My goal is to amplify student voice and agency by fostering inclusive and future-focused learning environments and building a bridge between students and opportunity, and communities and a shared vision for the future. By continuing to learn, lead, and advocate, I hope to inspire equity and excellence in STEM education across our nation.

Biography

Tiffany Pace is a STEAM Teacher at Cross Lanes Elementary in Charleston, West Virginia. Here she inspires curiosity and creativity in students from kindergarten through 5th grade through real-world, hands-on, inquiry-based learning to foster critical thinking and problem-solving skills. She received a Master of Arts in Education from Liberty University and a Bachelor of Science in Journalism with a minor in Public Relations from West Virginia University. Pace is the WV 2020 Presidential Awardee for Excellence in Mathematics and Science Teaching for Elementary (PAEMST), a Global Teacher Finalists, a Fulbright Teachers for Global Classrooms alumni, A Fund For Teachers Fellow, a Grosvenor Teacher Fellow, a Transatlantic Outreach Fellow, an Amazon Future Engineer Teacher Ambassador, a National Geographic Certified Teacher, an Earthwatch Teach Earth Fellow, a Teacher Astronaut finalist, and the 2023 West Virginia Elementary Environmental Teacher of the Year. She is a co-creator of the first United States and Uruguay STEAM Team and an author and reviewer for the National Science Teaching Association’s (NSTA) Science & Children journal. She has presented nationally for the NSTA, STEM Teacher’s Club, CSTA, Digital Promise, and STEMCon and Beyond. Pace is an Executive Board liaison for the West Virginia Science Teachers Association as the Elementary Science Ambassador Representative and is a presenter at their yearly conferences. For her district, she is a member of the Global Diversity Collaborative and a virtual curriculum designer. She has also written and received over one million dollars in grants for her district.

High-resolution version of the official portrait photograph
Awardee with Dr. Quincy Brown, Senior Policy Advisor at the White House Office of Science and Technology Policy (OSTP) and Dr. Sylvia Butterfield, Acting Assistant Director at the Directorate for Education and Human Resources (EHR) within the National Science Foundation (NSF)
High-resolution version of the teacher profile photograph

The views expressed in awardee profiles are those of the author and do not necessarily reflect the views of NSF or the PAEMST program.