Proposals for Recruiting and Retaining STEM majors into ...
University System of Maryland
STEM Symposium
Science, Technology, Engineering & Mathematics
April 22, 2009
Proposals for Recruiting and Retaining STEM majors into Teaching/Alternative Pathways into STEM Teaching
Facilitator: Heidi Hanson
UMCP’s Steve Koziol
o Tutoring and early opportunities for service in undergraduate track
o Now building graduate tracks – 14-15 month program for those with subject degree who want to move into teaching
o “Resident teachers” in Montgomery and PG county schools. Growth is small but measurable going from 3 to 4 to 15 to 20 completing program.
o Teaching identified as 2nd or 3rd career option for science or math students. Create a 5 year integrated Master certificate program. Tap into experience and expertise at NIH – a one year program.
o Euclid assistantships for undergraduate juniors and seniors. Assist in lower division undergraduate classes for a semester or for a year to develop the excitement of teacher
UMBC, Mary Susan and Ann
o NSF grant in Baltimore County. Worked with 4 elementary schools, 3 middle schools and one high school over 4 years. 50 new STEM teachers completed program with a job at the end of the training. Prepared to teach in elementary, middle or high school. “Promising practices rather than best practices. A 3 year commitment after graduation
o How to keep it going after end of grant. How can we stir energy for STEM education on campus. They have a STEM Council of the Deans
o Working with elementary and middle school teachers. Early childhood and Interdisciplinary studies major. New degree with Chemical education and new degree in Physics education in four years
o Accelerated program for late deciders.
o How to get undergrads to think of teaching. We have discussion section in Biology class
o Wonderful scholarship programs primarily supporting elementary and middle school teachers, but also secondary teachers (Sherman Scholarship, Noyes Scholarships) Has seen energy grow over last 5 years
o Interns – making them into teacher leaders to meet the challenge of losing teachers by the 5 year mark. Class “ Engineering is elementary” for showing teaching of engineering at the elementary school level.
Question and Answer:
o How to generate interest in science for elementary students? Start with the natural world. Test the water in the nearby stream. Examine the dandelion.
o Are university values aligned with k-12 values. Much k-12 teaching was traditionally done by women. Now women in university
o Ann- Ph.D in aerospace engineering and visiting professor can to UMBC as a lecturer in mechanical engineering then got NSF grant. Now on tenure track and doing research in engineering education. She is seeing many women scientists and engineers.
o Observation: Recruiting teachers into STEM versus recruiting STEM majors into teaching, what about this?
o Steve – partnership with Montgomery county and PG county to recruit teachers into Masters degree programs that include math content and pedagogy. Now starting the same thing with science.
o Also have advanced programs in STEM areas working with Baltimore County school districts
o Bioengineering – students who are interested in teaching, where do they fit when they are trained across disciplines?
o 18 hours? Core courses focused on teaching leadership – assessment, research methods, pedagogy
o Special funding comes and creates “point of light” then funding ends and light goes out. Can the programs be sustainable?
o UMCP – paid internship model with county schools, conversion of teacher position into 2 inter slots, 30 to 40 paid internships (not all are STEM), opportunity for internship enhances recruitment
o Teach for American has phenomenal recruitment and marketing
o Building capacity is struggle.
o AT UMBC we have button at top of page “become a teacher at UMBC”
o Downturn in economy brings more candidates to teaching profession.
o Need to shape public policy to reward teachers with better salaries
o Also tap into digital native generation’s interest in social action – green projects etc.
o Keep the passion as well as the content for students in elementary science classes
o Having strong teachers in elementary classroom will encourage and cultivate this passion – and encourage student questions
o Social coherence and relational trust skill are also important aspect needed by teachers – in addition to content - to help teacher retention
o Forming and academy – a learning community
o Don’t forget the T in STEM, keep a focus on application of math and science
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