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

9653966 Sternheim科学、技术、工程和数学教师教育合作(STEMTEC)将马萨诸塞大学阿默斯特大学、汉普郡阿默斯特大学、芒特霍利奥克学院和史密斯学院五所学院的成员与斯普林菲尔德理工学院、霍利奥克学院和格林菲尔德学院以及邻近的学区联系起来，共同努力促进教师科学和数学准备方面的改革。Palms、马萨诸塞州NSF国家系统倡议计划和大陆有线电视公司也参与其中。为了加强职前教师的培养，激发本科理科和数学专业学生对教师职业的兴趣，提高科学和数学课程的教育有效性，协作式学习利用其专业知识，利用有效的主动学习策略：合作学习、探究式教学、教育技术、新的评估技术和教学机会。包括大学科学、数学和教育教员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。这些团队包括参加早期NSF支持的合作项目以改进教师准备的K-12教师，以及在自己的课堂上采用这些教学策略的教师。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市中心居民。在课程改革和职前教师教育的综合方案中，有强大的评估和宣传部分，可以作为全国的典范。***

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. ***