Opening the Teaching Pipeline for STEM Majors at UCLA

（99） STEM教学管道项目创建、实施并评估了两个新的学位项目，以促进更多STEM专业学生进入K-12教学职业。该项目描述了科学教育和数学教育的新副修；学位是为了补充高年级课程提供的深度学科训练而设计的。新项目每年为40名来自生命和物理科学或工程专业的学生提供为期三年的机会，通过在当地中学的研讨会和实习，探索科学或数学教学。在未成年人的顶点课程中的个人项目使这些学生与加州大学洛杉矶分校的教师和中学科学和数学专业人员以及该学科的教师合作。通过将这些跨学科的未成年人嵌入到科学和数学系的结构中，该项目提高了研究密集型大学环境中教学职业的可见度和价值。与其他拥有大型研究生教师教育项目的校园的教员合作，将为加州大学洛杉矶分校的学生进入证书项目建立新的、灵活的途径和选择。评估计划使用收集的基线数据来评估研究型大学对K-12自然科学教育专业的态度和价值的变化，这是由于在院系中注入课程而导致的。该项目是增加进入教师职业的高素质STEM学生数量的国家模式。

(99) The Teaching Pipeline for STEM project creates, implements, and evaluates two new degree programs to facilitate the entry of many more STEM majors into careers in K-12 teaching. The project describes new minors in science education and mathematics education; degrees designed to complement the deep discipline training that upper division courses provide. The new programs provide 40students/year over three years from the Life and Physical Sciences or Engineering with an opportunity to explore science or math teaching through seminars and internships at local secondary schools. Individual projects in the capstone courses of the minors bring these students into collaboration with UCLA faculty and secondary school science and math professionals, teachers of the discipline. By embedding these interdisciplinary minors within the fabric of the science and mathematics departments, the project increases the visibility and value of teaching careers within the research-intensive university environment. Collaboration with faculty on other campuses with large graduate teacher education programs will establish new and flexible pathways and options for UCLA students to move into credential programs. The evaluation plan uses baseline data collected to evaluate the change in the attitudes towards and the valuing of the K-12 education profession in the natural sciences at a research-intensive university resulting from the infusion of the programs in the departments. The project serves as a national model for increasing the number of highly qualified STEM students who enter teaching careers.