Collaborative Research: An Engineering University Partnering with a Teacher Preparation University to Produce Highly Qualified Secondary STEM Teachers

在美国国家科学基金会Robert Noyce教师奖学金项目能力建设项目的资助下，该项目将为科罗拉多矿业学院（CSM）（实力雄厚的工程学院）和北科罗拉多大学（UNCO）（实力雄厚的教师教育学院）之间的一个新的STEM（科学、技术、工程和数学）教师培训合作项目建立框架。新的教师培训计划将在科罗拉多州培养更多高素质的STEM教师，特别强调初中和高中教师。这个项目将为希望成为科学或数学教师的CSM学生提供另一种途径。该项目将为如何增加STEM专业的招聘和保留提供见解，同时也解决STEM教师短缺的问题。合作院校将开发新的和修订的课程，通过培养中学科学和数学教师，使他们具备将科学探究、技术设计、工程问题解决和数学分析整合为学生有凝聚力和有意义的学习体验的技能，最好地解决K-12教育中出现的STEM学习的综合性质。该计划的设计将侧重于招聘和有效准备未来的教师，为教师候选人提供强大的内容知识，早期的实地经验，并由内容教师监督他们的学生教学。这最终将对这些未来教师的学生产生积极影响，并在更大的社区内提高科学素养。这两所大学之间的创新合作模式将适用于其他类似的情况，即工程学院正在寻找方法，使对教学感兴趣的学生能够完成他们的培训和认证。项目评价将主要通过为每个项目目标及其相应目标制定的跟踪表格进行。

With funding from the Capacity Building track of the National Science Foundation's Robert Noyce Teacher Scholarship Program, this project will build the framework for a new STEM (science, technology, engineering, and mathematics) teacher preparation partnership program between the Colorado School of Mines (CSM) (a strong engineering school) and the University of Northern Colorado (UNCO) (a strong teacher education school). The new teacher preparation program will produce more highly qualified STEM teachers in Colorado, with special emphasis on middle and high school teachers. This program will provide an alternative path for CSM students who may wish to become a science or mathematics teacher. The project will provide insight in how to increase recruitment and retention of STEM majors while also addressing the shortage of STEM teachers.The collaborating institutions will develop new and revised courses that will best address the integrative nature of STEM learning that is emerging in K-12 education by preparing secondary science and mathematics teachers with the skills to integrate scientific inquiry, technological design, engineering problem solving and mathematical analysis into cohesive and meaningful learning experiences for their students. The program design will focus on recruitment and effective preparation of future teachers by providing the teacher candidates with strong content knowledge, early field experiences, and supervision of their student teaching by content faculty. This ultimately will have a positive impact on the students of these future teachers and an increase in science literacy within the greater community. The innovative model for collaboration between these two universities will be transportable to other similar situations where engineering schools are looking for ways to enable their students interested in teaching as a career to complete their training and certification. Project evaluation will be conducted primarily through tracking forms developed for each project goal and its corresponding objectives.