A Meeting of the Minds: A Symposium for Community College Teacher Education Colleagues

为讨论两年制大学教师预备课程面临的相关问题，正在举行社区大学教育工作者座谈会。来自全国各地机构的社区学院教师、管理人员和工作人员以及代表专业组织的教育工作者正在举行会议，以：(1)编制可在其他机构复制的高效STEM教师准备策略和实践；(2)讨论并报告nsf资助的项目（如由先进技术教育（ATE）和卓越教师准备合作（CETP）支持的项目）如何导致制度变革；(3)讨论受这些项目影响的未来K-12教师如何改进他们的科学、技术、工程和数学（STEM）内容和教学知识，以及如何系统地记录和报告这些改进；(4)为涉及社区大学的教师准备计划向NSF提出具体建议。智力价值：在“投资于明天的教师：两年制大学在未来教师的科学和数学准备中的不可或缺的作用”（NSF, 1998）这一重要文件发布十年之后，现在是时候检查该文件的建议对STEM教师教育工作和社区大学制度实践的影响了。为此，研讨会提供了一个论坛，让与会者讨论2008年STEM教师培训的最佳做法和挑战，让参与机构进一步提高他们的知识；(b)审查如何使成功的做法可以在其他机构加以调整或采用；（三）研究如何增加社区学院提供高质素STEM教师教育的同事人数；(d)编写一份报告成功实践的文件，以及(e)汇编有关nsf资助的STEM教师培养项目如何影响院校的信息。更广泛的影响：参与研讨会的参与者的多样性对于在更大范围内准确报告教师准备工作至关重要。专题讨论会的成果文件正在分发给与会者、他们的指定人员、美国国家科学基金会和国家专业组织。该文件正用于地方机构、国家组织以及国家一级的进一步讨论。

A symposium for community college educators is being held to discuss pertinent issues facing teacher preparation programs at two-year colleges. Community college faculty, administrators, and staff from institutions across the country and educators representing professional organizations are meeting to: (1) compile highly effective STEM teacher preparation strategies and practices which can be replicated at other institutions; (2) discuss and report the ways in which NSF-funded projects [such as those supported by Advanced Technological Education (ATE) and Collaboratives for Excellence in Teacher Preparation (CETP)] have led to institutional changes; (3) discuss the ways in which future K-12 teachers impacted by these programs have improved their science, technology, engineering, and mathematics (STEM) content and pedagogical knowledge and how these improvements can be systemically documented and reported; and (4) generate specific recommendations to NSF for teacher preparation initiatives that involve community colleges. Intellectual Merit: A decade after the release of the paramount document, "Investing In Tomorrow's Teachers: The Integral Role of Two-Year Colleges in Science and Mathematics Preparation of Prospective Teachers" (NSF, 1998), it is now appropriate to examine the impact the recommendations of this document have had on STEM teacher education efforts and on community colleges' institutional practices. To this end, the symposium provides a forum for participants to: (a) discuss best practices and challenges in STEM teacher preparation in 2008, allowing the participating institutions to further enhance their knowledge; (b) examine ways in which successful practices can be adapted or adopted at other institutions; (c) examine ways to increase the group of colleagues in community colleges who provide high-quality STEM teacher education at their institutions; (d) develop a document which reports successful practices, and (e) compile information on how NSF-funded projects in STEM teacher preparation have impacted institutions. Broader Impact: The diversity of participants who engage in the symposium is essential for accurately reporting teacher preparation efforts on a larger scale. The document created as a result of the symposium is being distributed to participants, their designees, NSF, and national professional organizations. This document is being used to further discussions at local institutions, state organizations, as well as on the national level.