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

在国家科学基金会罗伯特·诺伊斯教师奖学金计划的能力建设轨道的资助下，该项目将为科罗拉多矿业学院(CSM)(一所强大的工程学院)和北科罗拉多大学(UNCO)(一所强大的教师教育学校)之间的新STEM(科学、技术、工程和数学)教师培养伙伴计划建立框架。新的教师培养计划将在科罗拉多州培养更多高素质的STEM教师，特别是初中和高中教师。该项目将为希望成为一名科学或数学教师的CSM学生提供另一条途径。该项目将就如何增加STEM专业的招聘和留住，同时解决STEM教师短缺的问题提供见解。合作机构将开发新的和修订的课程，通过培养中学科学和数学教师，使他们能够将科学探究、技术设计、工程问题解决和数学分析整合到他们的学生有凝聚力和有意义的学习体验中，从而最好地解决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地准备未来的教师，通过为教师候选人提供丰富的教学知识、早期的实地经验，以及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，并在更大的社区中提高科学素养。这两所大学之间的创新合作模式将适用于其他类似情况，在这些情况下，工程学院正在寻找方法，使其对教学感兴趣的学生能够完成培训和认证。项目评价将主要通过为每个项目目标及其相应目标编制的跟踪表进行。

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.