Science, Technology, Engineering, and Mathematics Teacher Education Collaborative (STEMTEC)

科学、技术、工程和数学教师教育合作组织（STEMTEC）将马萨诸塞大学阿默斯特分校、阿默斯特分校、汉普郡分校、霍利奥克山学院和史密斯学院这五所学院联合联盟的成员与三所地区社区学院——春田技术学院、霍利奥克学院和格林菲尔德学院——联系起来。与邻近学区合作，努力推动改革科学和数学教师的准备工作。palm、马萨诸塞州国家科学基金会州立系统倡议项目和大陆有线电视公司也参与其中。为了改善职前教师的准备工作，激发本科科学和数学专业学生对教学专业的兴趣，提高科学和数学课程的教育效果，协作利用其专业知识，利用有效的主动学习策略：合作学习，基于调查的教学，教育技术，新的评估技术和教学机会。包括大学科学、数学和教育教师在内的团队正在重新设计现有的大学课程，并创建新的课程。这些团队包括K-12教师，他们参加了早期国家科学基金会支持的合作项目，以改善教师的准备工作，并在自己的课堂上采用了这些教学策略。该项目正在制定战略，以吸引学生从事科学和数学教学，特别是妇女、代表性不足的少数民族以及农村和内城居民。强有力的评估和传播内容伴随着课程改革和职前教师教育的综合方案，可作为国家模式。＊＊＊

9653966 Sternheim The Science, Technology, Engineering, and Mathematics Teacher Education Collaborative (STEMTEC) links the members of the Five Colleges, Incorporated consortium - the University of Massachusetts Amherst and Amherst, Hampshire, Mount Holyoke and Smith Colleges - with the three area community colleges, Springfield Technical, Holyoke, and Greenfield, and the neighboring school districts in a collaborative effort to promote reform in the science and mathematics preparation of teachers. PALMS, the Massachusetts NSF State Systemic Initiative program, and the Continental Cablevision Corporation are also participating. In order to improve the preparation of pre-service teachers, stimulate the interest of undergraduate science and mathematics majors in the teaching profession, and increase the educational effectiveness of science and mathematics courses, the collaborative draws on its expertise to make use of effective active-learning strategies: cooperative learning, investigation-based teaching, educational technology, new assessment techniques, and opportunities to teach. Teams including college science, mathematics, and education faculty members are re-designing existing college courses and creating new ones. The teams include K-12 teachers who participated in earlier NSF supported collaborative ventures to improve teacher preparation, and who have adopted these teaching strategies in their own classrooms. The project is developing strategies to attract students to science and mathematics teaching, especially women, under-represented minorities, and rural and inner city residents. Strong assessment and dissemination components are accompanying a comprehensive program of course reform and preservice teacher education that can serve as a national model. ***