The Science-Technology-Engineering-Mathematics (STEM) Initiative at Stephen F Austin State University

Autor/inn/en	Gruebel, Robert W.; Childs, Kimberly
Titel	The Science-Technology-Engineering-Mathematics (STEM) Initiative at Stephen F Austin State University
Quelle	In: Forum on Public Policy Online, 2013 (2013) 1, (13 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-763X
Schlagwörter	STEM Education; Teacher Qualifications; Teacher Competencies; Capacity Building; Underachievement; Science Course Improvement Projects; Summer Science Programs; Teacher Educator Education; Master Teachers; Mathematics Teachers; Science Teachers; Enrichment Activities; Curriculum Enrichment; Educational Change; College School Cooperation; Program Implementation; Pedagogical Content Knowledge; Teaching Skills; Longitudinal Studies; Comparative Analysis; Feedback (Response); Elementary School Teachers; Secondary School Teachers; Teacher Improvement; Instructional Improvement; Student Improvement; Academic Achievement; Texas + Suchen Sie Ihr Suchwort? STEM; Lehrqualifikation; Lehrkunst; Performance deficiency; Leistungsschwäche; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Bereicherungsprogramm; Curriculum revision; Curriculumreform; Curriculum; Lehrplan; Reform; Bildungsreform; Pädagogische Kompetenz; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Elementary school; Grundschule; Volksschule; Unterrichtsqualität; Schulleistung
Abstract	The Texas statewide assessment of academic skills in 1997 indicated that >55 % of the student population failed to master the mathematics objectives set by the test criteria and 42 % of the mathematics teachers at the secondary level in the East Texas region were categorized as underqualified to teach mathematics at that level. The issue of under-qualified teachers in the mathematics classroom was addressed and the National Science Foundation funded a program to qualify teachers at the middle (4-8) and secondary (8-12) levels. The urgency of the national call for reform in STEM education led SFASU to propose the Texas Middle and Secondary Mathematics Project (TxMSMP) designed to improve teacher capacity in mathematics and, in turn, impact student performance in mathematics in the grades 4- 12. Teachers in the TxMSMP were prepared as Texas Master Mathematics Teachers. Students within collaborating districts were engaged in summer Institutes led by TxMSMP teachers and the SFASU mathematics faculty. An increased awareness and involvement of college faculty in the professional development of teachers in all in STEM fields ensued. A graduate program designed for K-12 Mathematics teachers was offered. Successes achieved in Mathematics performance led to the development of similar programs to encourage and provide leadership in the fields of Physics, Engineering, Biology, Geology, and Chemistry. An increase in STEM competencies and an awareness of the need to recruit majors in STEM fields resulted. To accomplish this and widen the Stem pipeline, SFASU created the STEM Research and Learning Center. Faculty Research Engagement Grants enhance the ability of faculty to carry out basic research which engages undergraduates and secondary teachers in support of the over-all objective of bringing scientific and mathematical exploration to all student levels. Current efforts address the under-representation of women with degrees in STEM career fields. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10