Higher Education Institution

Kansas State University

Manhattan, KS

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By 2021, we will...

Strengthen the ecosystem for K-12 science and math teachers, which consists of highly-qualified teachers of STEM, school leaders/personnel, university faculty, STEM alumni, and the community committed to the professional development of our next generation teachers of STEM who will inspire and innovate future leaders in science, mathematics, engineering, and technology within a global society. The preparation is grounded in research-based experiences during coursework, clinical practicum, and student teaching, emphasizing the design and implementation of high-quality STEM instruction to develop pathways for each learner (as a cultural being) to succeed in science and math across grades K-12. Our commitment incorporates engineering integration, innovative technologies, modeling, reflection, and intensive immersion into diverse field-based experiences to support pathways to high-quality STEM instruction and student achievement.

Enhance the collaborative ecosystem of supportive entities in the professional development of K-12 elementary and secondary pre-service science and math teachers of STEM.

Increase the incorporation of engineering design resources and modeling by candidates in K-12 classrooms as a systemically infused content field in high needs schools (rural and urban).

Design an evaluation tool to specifically measure engineering design content knowledge, disposition, and proficiency across learning domains of elementary and secondary science education majors.

Is there anything else you intend to do to maximize your impact via the network?

Broaden the network of collaborators in the ecosystem of K-12 science and math teacher preparation. Share the vision with STEM faculty within the university as critical supports of the ecosystem. Develop partnerships with stakeholders in STEM related research, industry, and community organizations as co-partners in the clinical experiences to promote high-quality content development and readiness for instruction in rural and urban classrooms. Engage all candidates with teachers of STEM in national organizations devoted to advancing the field of STEM instruction for all students.

Continue to transform the clinical practicum experience with high-quality, research-based engineering resources by which candidates develop mastery in culturally relevant science content pedagogies for K-12 students in urban and rural classrooms.

Create a team approach to evaluation, consisting of university, school-based personnel, and stakeholders to measure, analyze, and generate action to monitor effectiveness of pathways established to address elementary and secondary candidate's content knowledge, dispositions, and proficiency in engineering design instruction. We will accomplish this system of measurement through the support of the university's Office of Educational Innovation and Evaluation. This system will also extend to induction years 1-3 to continue support of our candidates and inform programmatic changes.