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Empowering STEM Teaching: Transforming Courses for Teacher Preparation

The Texas Collaborative for Excellence in Teacher Preparation aims to reform STEM courses, increase student diversity in teaching, and support novice educators. Through collaborative efforts, the project explores reformed teaching elements, gathers feedback, and guides course enhancement for effective instruction.

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Empowering STEM Teaching: Transforming Courses for Teacher Preparation

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  1. Program Ownership Inspires Self-Reflection Kirk Minnick, TxCETP Evaluator Kit Price Blount, TxCETP PD Teacher Prep PI Meeting Alexandria, VA March 14, 2004 DUE #9987332

  2. TxCETP Partner Campuses - Texas A&M Univ.-Kingsville - Texas A&M Univ.-Corpus Christi - Texas A&M Univ.-Commerce - Texas A&M International Univ. - Texas A&M University - Angelo State University - Tarleton State University - Texas Woman’s University - West Texas A&M University - Prairie View A&M University

  3. TxCETP Goals Course Reform • Course Reform to reflect learner-centered pedagogies • Recruit more undergraduate students (especially African-American and Hispanic) to STEM teaching • Support for Preservice and Novice Teachers to increase retention and quality • Strengthen Systemic Reform Connections to maximize alignment and impact Texas Collaborative for Excellence in Teacher Preparation

  4. Guiding Question • What are science and mathematics professors’ understandings and perceptions about elements of reformed teaching in undergraduate courses? Texas Collaborative for Excellence in Teacher Preparation

  5. Collaborative Design Process • 3-day TxCETP Forum, May, 2002 • 57 participants -- gallery walk to brainstorm examples that characterize a “reformed” course (trends reflected in , e.g. NCTM, 1991; AAAS, 1990, 1993;NRC, 2000, 2001, Bransford, 2000): • Course design • Prior and new knowledge • Student work • Reflection and assessment • Instructional materials and technology • Multiple representations • Instructional strategies • Learning environment • Problem solving

  6. Collaborative Design Process • Workshop leaders clustered participants’ lists into course reform indicators with supporting evidence for each: • Course syllabus • Instructor feedback • Student feedback • Class observations • Student learning products • Assessments • 5 levels of implementation identified: • Considering. . . Planning . . . Initiating . . .Implementing . . . Refining Texas Collaborative for Excellence in Teacher Preparation

  7. Implementation of Vision Instrument • Faculty and Student surveys administered Fall, 2002 and 2003 • Faculty receive: • feedback on their course(s) • aggregated Collaborative results • Elements of Effective Instruction guide proposal-writing for funding on TxCETP campuses Texas Collaborative for Excellence in Teacher Preparation

  8. Closing the Loop and Some Next Steps • Identify strategies for: • Examining and closing gaps between what students experience and what professor intended they experience • Moving along the course reform continuum • Addressing difficult issues that are illuminated as a result of the course survey process • Create environment on our campuses for critical self-reflection and evaluation for the improvement of undergraduate instruction Please visit and send us your comments: http://www.sci.tamucc.edu/txcetp

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