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

从国家科学基金会的罗伯特·诺伊斯教师奖学金计划的能力建设轨道的资金，该项目将建立一个新的干（科学，技术，工程和数学）之间的矿业学校（CSM）的科罗拉多（一个强大的工程学校）和北方科罗拉多大学（UNCO）（一个强大的教师教育学校）教师准备合作计划的框架。 新的教师准备计划将在科罗拉多培养更多高素质的STEM教师，特别强调初中和高中教师。 该计划将为希望成为科学或数学教师的CSM学生提供另一种途径。 该项目将提供如何增加STEM专业的招聘和保留，同时解决STEM教师短缺问题的见解。合作机构将开发新的和修订的课程，最好地解决K-12教育中出现的STEM学习的综合性质，通过培养中学科学和数学教师，将科学探究，技术设计，工程问题解决和数学分析，为学生提供有凝聚力和有意义的学习体验。 该计划的设计将侧重于招聘和未来教师的有效准备，为教师候选人提供强大的内容知识，早期的实地经验，以及内容教师对学生教学的监督。 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可移植到其他类似的情况下，工程学院正在寻找方法，使他们的学生有兴趣在教学作为一种职业来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.