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Each year the President recognizes a select number of K-12 mathematics or sciences teachers to receive the Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST), the nation's highest honor for teachers of mathematics and science. Of the 103 PAEMST award recipients, 66 attended an APLU University, and 53 of these teachers attended a SMTI institution. For more information about the Presidential Awards for Excellence in Mathematics and Science Teaching Award, please click here. Here is a list of the award winners as well as the institutions of higher education they attended.
The Department of Education has announced the highest-rated applicants for the i3 competition. A cross-section of 49 school districts, nonprofit education organizations and IHEs were selected from among nearly 1,700 applicants for the $650 million i3 competition. Each highest-rated applicant must have 20% matching funds by September 8 to receive funds from i3. To learn more, read the press release announcing i3 program's highest rated applicants. Here is a list of the highest-rated applicants.
A National Research Council report on teacher education programs in the United States recommends that the U.S. Department of Education develop a national education data network to integrate existing information on teacher preparation, drive the collection of new data, and provide needed information to researchers and policymakers working on better approaches to preparing K-12 teachers.
Inside Higher Ed, July 30, 2010--Many teachers are failing at their jobs, and teacher preparation programs are not being held accountable for failing to train them well. That's the conclusion of a new report (Measuring What Matters), released Thursday at the Center for American Progress, that offers solutions for streamlining the standards used to assess teacher education.
July 29, 2010--Howard Gobstein will be speaking at the Statewide Transformation in STEM Education Meeting on August 2, 2010 in Helena, MT. This education meeting, organized by the Montana State University System, is part of the Montana Math and Science Teacher Initiative (MMSTI), an organization that works with K-20 administrators and policymakers to recruit, train, place and retain math and science teachers in the rural western United States. Other featured speakers at the education meeting are Montana Governor Brian Schweitzer, Montana State University President Waded Cruzado, and University of Montana President George M. Dennison. According to Governor Schweitzer, “One goal of this meeting is to brainstorm ideas about how we can enhance mathematics and science education across Big Sky Country.” The meeting is open to the public, and a full conference schedule is online at http://www.umt.edu/urelations/imx/MMSTIagenda.pdf. For more information, visit http://mmsti.org. Update (8/10/10): For video of the conference, see: http://www.youtube.com/watch?v=B9bg3wTstBQ&feature=youtube_gdata.
Education Week, July 27, 2010--U.S. Secretary of Education Arne Duncan announced that 18 states and the District of Columbia are the finalists for more than $3 billion available in the second round of funding in the Race to the Top program.
Education Week, July 26, 2010--Seven leading civil rights groups, including the NAACP and the National Urban League, called on U.S. Secretary of Education Arne Duncan today to dismantle core pieces of his education agenda, arguing that his emphases on expanding charter schools, closing low-performing schools, and using competitive rather than formula funding are detrimental to low-income and minority children.
July 21, 2010--According to a new analysis of the Common Core State Standards Initiative, the mathematics standards are better than the current standards in 39 states. To date, 25 states have adopted the common core standards, which grew out of a state-led effort to align what students across the nation are learning. The National Research Council is currently working on a framework for the science standards and is seeking input from science educators. Also, Gene Wilhoit, Executive Director of Council of Chief State School Officers, and Paul Lingenfelter, President of State Higher Education Executive Officers, speaking at a joint meeting in July are hopeful that the recent establishment of a set of common core standards for high school graduates -- presents an opportunity to start to end what Wilhoit called the "repetitive cycle of nonproductive activity" and take the collaboration between K-12 and higher education to a new level. Inside Higher Ed covers this meeting in Colleges and the Common Core. While the New York Times ask the question Will national standards improve education?
Inside Higher Ed, July 15, 2010--Take one part educator and one part entertainer, throw in a dose of feedback and assessment and mix thoroughly. Although it may seem impossible to quantify, academics think they may have discovered the recipe for what students believe to be the perfect university teacher.
Education Week, July 1, 2010--Demand is far outpacing resources as districts, schools and nonprofits pitch reform proposals worth $12.8 billion for competitive grants to be awarded under the Investing in Innovation Fund, or "i3" - nearly 20 times what the Department of Education has available. The $650 million competition drew 1,698 applicants. A little more than half of the applicants are nonprofits that have partnered with districts and schools, versus districts that are going after these grants as lead applicants on their own.
July 2010--A study examining the traits of effective school principals found that high student achievement is linked to “collective leadership”, the combined influence of educators, parents, and others on school decisions. According to the study commissioned by the Wallace Foundation, effective principals encourage others to join in the decision-making process in their schools.
Institute of Education Sciences, June 30, 2010--The average reading and mathematics scores for Native American and Alaska Native students remained flat on the National Assessment of Educational Progress from 2005 to 2009, a federal report says. Only 57 percent of 8th graders who are Native Americans or Alaska Natives report they plan to go to college full time after high school, the study released yesterday by the U.S. Department of Education’s Institute of Education Sciences found. For more information, read Education Week’s NAEP Scores Stagnating for Native American Pupils.
June 29, 2010--The New America Foundation's Federal Education Budget Project (FEBP) released an issue brief on the Congressional budget for education and launched a new background and analysis webpage, " Federal Programs for K-12 Teachers," which describes and provides funding information for all 15 federal programs that support teacher development and training initiatives. This web resource is particularly important given the recent focus on teacher quality and distribution through federal initiatives like Race to the Top and Investing in Innovation and the Obama administration's proposal to consolidate existing teacher initiatives into several larger programs.
Public Agenda, June 2, 2010--A new Public Agenda survey of 1400 individuals nationwide, including 646 parents of children grades K-12, has found that more than half of parents (52%) say the math and science their child is getting in school is "fine as it is." While only 3 in 10 Americans see a demand for science and math-focused jobs in the current economy, 84% agree that there will be a lot more jobs in the future that require math and science skills.
Inside Higher Ed, May 26, 2010--The American Sociological Association has launched a website, TRAILS -- the Teaching Resources and Innovations Library for Sociology, an archive for peer-reviewed classroom innovations focused on teaching to promote their use, and to encourage real consideration in tenure and promotions.
May 2010--In an analysis of 20 years of demographic data, Richard Ingersoll has uncovered some trends, many of which challenge conventional wisdom about the teaching profession in the U.S. From their analysis of the Schools and Staffing survey, the most comprehensive source of information available on the teaching force, they have found that elementary and secondary teaching force “is larger. It is older—and younger. It is more female. It is less stable. However, its academic ability remains about the same.”
Institute of Education Sciences, June, 2010--Teachers who received two years of comprehensive induction services boosted student scores in reading and math more than teachers in a comparison group who didn't receive the support, a study released by the Department of Education's Institute of Education Sciences finds. The induction services didn't make teachers more likely to stay in their schools, districts or the profession - nor were they any more likely to report feeling prepared. For more information, read Education Week’s Teacher Induction Found to Raise Student Scores .
Please note: The Obama Administration’s FY 2011 Budget proposal eliminates the Higher Education Act Title II Teacher Quality Partnership (TQP) Grants currently funded at $43 million and moves it into a new fund in the ESEA called the “Teachers and Leaders Pathway” program.
Universities and nonprofits can apply for competitive grants under the Teacher and Leader Pathways ($405 million) which aim to improve and strengthen the recruitment and preparation of effective teachers and principals through high-quality preparation programs that prepare educators for high-need districts, schools, subjects, areas, and fields. Universities cannot apply directly for funds under the Effective Teachers and Leaders ($2.5 billion in formula grants to States and LEAs) or Teacher and Leader Innovation Fund ($950 million in competitive grants to States and LEAs).
Inside Higher Ed, Arthur Levine, April 26, 2010--Arthur Levine, President of the National Woodrow Wilson Fellowship Foundation, makes a case for why we should not give up on Colleges of Education.
New York Times, April 24, 2010--With New York City schools planning for up to 8,500 layoffs, new teachers could be some of the ones most likely to be let go. That has led the schools chancellor, Joel I. Klein, into a high-stakes battle with the teachers’ union to overturn seniority rules that have been in place for decades.
Education Week, April 20, 2010--First-year findings from a federal study of 77 middle schools suggest that even intensive, state-of-the-art efforts to boost teachers’ skills on the job may not lead to significant gains in student achievement right away. The "Middle School Mathematics Professional Development Impact Study," which was released this month, is the second major experimental study by the U.S. Department of Education’s Institute of Education Sciences to find that a high-quality professional-development program failed to translate into any dramatic improvements in student learning.
New York Times, April 18, 2010--Not long ago education schools had a virtual monopoly on the teaching profession. They dictated how and when people became teachers by offering coursework, arranging apprenticeships and granting master’s degrees. But now those schools are feeling under siege. Officials in Washington, D.C., and New York State, where some of the best-known education schools are located, have stepped up criticisms that the schools are still too focused on theory and not enough on the craft of effective teaching.
April 14, 2010--The next deadline for Phase 2 of Race to the Top is June 1, 2010. More information can be found in the Federal Register.
The new Executive Committee, chaired by Lee Todd, President of the University of Kentucky, will hold its inaugural meeting during the SMTI 2010 National Conference. This distinguished set of SMTI presidents, provosts, deans, chairs and STEM center directors has the charge to guide the activities of SMTI.
A۰P۰L۰U has received an NSF RETA Supplement grant for almost $300,000 for the further development of the Analytic Framework (AF) which includes developing an on-line survey tool based on the AF; field-testing the AF with selected institutions during late Spring and Summer; and revising the AF. An additional group of SMTI institutions will then complete the revised AF and upload program data and evidence of program impact and success into a database to share with other institutions in late Fall. The AF is organized across the recognized continuum of teacher preparation and development: recruitment, preparation (including pedagogical and content-knowledge and clinical/field experiences), induction and mentoring of beginning teachers, and professional development. Important cross-cutting elements, such as school partnerships, use of technology, program evaluation and research, are embedded into the framework.
This web tool aims to provide guidance for state and university officials in developing better estimates of a state’s need for science and mathematics teachers. Developed by SMTI consultant Michael Allen and funded by a grant from the National Science Foundation, the web site includes both practical recommendations and discussions of the related issues involved, including data needs, teacher quality, and teacher licensure. Please visit at http://state-needs.teacher-imperative.com.
April 20, 2010--The Physics Teacher Education Coalition (PhysTEC) recently announced that it would fund five universities to develop their physics teacher education programs into national models. The new awardees are California State University, Long Beach; Chicago State University; Middle Tennessee State University; Towson University, and the University of California, Davis. The Awardees demonstrated a capacity for large increases in the number of physics teachers graduating from their programs, as well as strong departmental and institutional support for teacher preparation effort.
PTEC has released the Physics Teacher Recruiting Video, a five-minute video designed to inspire physics majors to pursue a career in teaching. The video features four young physics teachers who talk about what excites them about their jobs, as well as extensive footage from these teachers’ classrooms. The video is available online at www.PhysTEC.org/video. The project is in the process of making another version of the video to feature the Noyce Scholarship Program.
The Synopsis highlights 13 recommendations that focus on the importance of strong commitments and multi-partner collaborations by physics and education departments, university administrators, professional societies, and funding agencies.
The report highlights the Science and Mathematics Teacher Imperative's goal to build partnerships with national professional societies such as the American Physical Society and the American Chemical Society.
The American Chemical Society (ACS), a partner in SMTI, is committed to developing a Chemistry Teacher Education Coalition (CTEC) modeled on the Physics Teacher Education Coalition (PTEC), with the participation and stimulus of some of our key SMTI faculty members. To join the discussion on Pre-service Chemistry Teacher Education Initiatives and Ideas, please visit: https://communities.acs.org/groups/pre-service-chemistry-teacher-education-initiatives-and-ideas.
April 14, 2010--Secretary Duncan encouraged the Senate appropriations subcommittee to consider another round of emergency support for America's schools, similar to the aid provided to states through the American Recovery and Reinvestment Act (ARRA). Also, democratic senators have introduced legislation entitled "Keep Our Educators Working Act of 2010," which would provide $23 billion to extend for a year the fund in ARRA.
The Digest of Education Statistics, from the National Center for Education Statistics (NCES), is a compilation of statistical information covering the broad field of American education -- from pre-kindergarten through graduate school -- drawn from government and private sources, but especially from surveys and other activities led by NCES.
While governments frequently commit to improving the quality of education, it often slips down the policy agenda. Because investing in education only pays off in the future, it is possible to underestimate the value and the importance of improvements. A new report by the Organisation for Economic Cooperation and Development (OECD) uses economic modeling to relate cognitive skills – as measured by PISA and other international instruments – to economic growth, demonstrating that relatively small improvements to labor force skills can largely impact the future well-being of a nation. The report also shows that it is the quality of learning outcomes, not the length of schooling, which makes the difference. A modest goal of all OECD countries boosting their average PISA scores by 25 points over the next 20 years would increase OECD gross domestic product by USD 115 trillion over the lifetime of the generation born in 2010. More aggressive goals could result in gains in the order of USD 260 trillion.
March 30, 2010--U.S. Secretary of Education Arne Duncan announced the award of $99.8 million for 12 new five-year Teacher Quality Partnership grants that aim to raise student achievement by improving instruction in our nation's schools. The grants, funded by the American Recovery and Reinvestment Act, will be used to reform traditional university teacher preparation programs as well as create teacher residency programs for professionals from other fields entering the teaching profession.
March 29, 2010--Delaware and Tennessee will receive part of the $4.35 billion Race to the Top funds. Delaware was highest ranked and won $100 million, while Tennessee came in second and won $500 million.
March 22, 2010--Carl Wieman, physics professor at the University of Colorado at Boulder and the University of British Columbia and 2001 Nobel Laureate, has been nominated by President Obama for the Associate Director of Science in the Office of Science and Technology Policy. He is the founder and director of the Carl Wieman Science Education Initiative (CWSEI), aimed at dramatically improving undergraduate science education.
Inside Higher Ed, March 22, 2010--In "Why So Few? Women in Science, Technology, Engineering and Mathematics,” funded in part by the National Science Foundation, three AAUW researchers have collected the findings of dozens of other studies to produce a report on challenges that girls and women face at every step of the way in studying and working in STEM fields. The report also catalogs programs and attitudes that have been found to be successful in attracting and keeping women in STEM.
March 15, 2010--The Brown Center on Education Policy at the Brookings Institute released a report that proposes a new federal program, the America's Teacher Corps (ATC). Teachers that are in the top 25% of teachers in their state or district for three years would become America’s Teacher Corp Fellows. These fellows would have a portable credential if they agreed to serve in high-poverty schools and would receive a salary supplement of $10,000, reimbursed from the federal government.
Education Week, March 5, 2010--The Obama administration urged educators and policymakers today to embrace a host of digital-learning approaches it says will make K-12 schools better, including putting a computing device in the hands of every student. Guided by an overarching goal set by President Barack Obama to raise national college-completion rates from 40 percent to 60 percent by 2020, the first National Educational Technology Plan issued by his administration outlines the big-picture approaches it says U.S. schools need to employ in the areas of classroom learning, assessment, teaching, infrastructure, and productivity to help meet that goal.
Inside Higher Ed, March 5, 2010--Last month, E. Gordon Gee mentioned to the Associated Press that he thought it was time to reconsider the way tenure is awarded. Ohio State officials were quick to caution at the time that Gee wasn’t making specific proposals, but was trying to get people thinking about an important topic. In fact, though, Ohio State is embarking on discussions on how to change the way professors are evaluated for promotion to full professor. University officials argue that, as in tenure reviews, research appears to be the dominant factor at that stage, despite official policies to weigh teaching and service as well.
March 4, 2010--The Committee on Science and Technology held a hearing on March 4 to examine innovative efforts to improve K-12 science, technology, engineering, and mathematics (STEM) education. The committee heard statements from Dr. Jim Simons, Founder and Chairman of Math for America; Ms. Ellen Futter, President of American Museum of Natural History; Dr. Gordon Gee, President of Ohio State University; and Dr. Jeffrey Wadsworth, President and CEO of Battelle Memorial Institute. Chairman Gordon stated that, “STEM education in this country is a problem that no one entity can solve alone. There is a role for all the key stakeholders, including federal, state, local school districts, higher education, and industry. But we must coordinate our efforts and leverage all our resources."
March 4, 2010--Today the Department of Education announced that 15 states and the District of Columbia will advance as finalists for phase 1 of the Race to the Top competition. Race to the Top is the Department’s $4.35 billion effort to dramatically re-shape America’s educational system to better engage and prepare our students for success in a competitive 21st century economy and workplace. The phase 1 finalists are Colorado, Delaware, District of Columbia, Florida, Georgia, Illinois, Kentucky, Louisiana, Massachusetts, New York, North Carolina, Ohio, Pennsylvania, Rhode Island, South Carolina, and Tennessee.
Miami Herald, March 3, 2010--Leading Florida Republican lawmakers filed legislation that would dramatically overhaul teacher tenure and pay - making it tougher for classroom teachers to achieve tenure, easier to get fired and tying half of their pay formula to student test performance. Starting in July 2010, all newly hired teachers in public and charter schools would be on probationary contracts for the first year, and on annual contracts after that. The sixth annual contract would be awarded only if teachers meet stiffer guidelines for evaluations and certifications.
The Cap Times, March 3, 2010--Across the country, states are busy setting goals for environmental literacy, including here in Wisconsin, where the state’s first Environmental Literacy Plan is being drafted by a new group, the Wisconsin chapter of the No Child Left Inside Coalition. State Superintendent Tony Evers asked the group, whose members represent key environmental education organizations, for the plan and has called for educators statewide to “renew our commitment to teaching students about environmental responsibility.”
March 2, 2010--The University of Cincinnati is again recognized and awarded as a state leader in STEM (science, technology, engineering and math) education, as UC becomes one of four institutions selected for the state’s new Woodrow Wilson Teaching Fellowship Program. The announcement by Ohio Governor Ted Strickland took place March 2 at the Ohio STEM conference in Columbus.
The Columbus Dispatch, March 2, 2010--Ohio State University is one of four Ohio colleges that have been chosen to train 80 math and science teachers a year to work in local hard-to-staff schools. Gov. Ted Strickland said the teaching fellowship program, funded for three years, will build on Ohio’s ongoing efforts in science, technology, engineering and math, more commonly referred to as the STEM fields.
Recognized for its efforts by the National Math and Science Initiative (NMSI), Cleveland State University (CSU) was recently invited to become part of the UTeach Institute; a program which provides the direction and leadership needed to expand math and science teacher preparation at universities nationwide.
The House Committee on Science and Technology will hold a hearing on The National Science Foundation’s FY 2011 Budget Request. Witnesses: Dr. Arden Bement, Jr., Director, NSF; Dr. Stephen Beering, Chairman, NSB.
March 10, 2010 10:00 AM to March 10, 2010 12:00 PM
2318 Rayburn House Office Building
For updates on this hearing and others, please see NSF and Congress
The Senate Committee on Commerce, Science and Transportation will hold a hearing on
Advancing American Innovation and Competitiveness.
Witnesses: Dr. Arden Bement, Jr., Director, NSF; Other Witnesses TBD.
March 10, 2010 2:30 PM to March 10, 2010 4:30 PM
253 Russell Senate Office Building
For updates on this hearing and others, please see NSF and Congress
The UTeach Institute has released a new set of guidelines to assist states in deciding whether statewide replication of the UTeach STEM teacher preparation program is the solution to propose in their application for Race to the Top funds.
March 2010--The FIRE program seeks to facilitate the process by which scholars can cross disciplinary boundaries to acquire the skills and knowledge that would improve their abilities to conduct rigorous research on STEM learning and education. The primary goal of the strand is to facilitate the development of innovative theoretical, methodological, and analytic approaches to understanding complex STEM education issues of national importance and, by so doing, make progress toward solving them. A secondary goal of the strand is to broaden and deepen the pool of investigators engaged in STEM educational research. In order to address this goal, investigators must pair with a mentoring scientist in a to-be-learned field of interest. Proposals therefore have both a research and a professional development component. Investigators may apply at any point in their post-graduate careers.
The New York Times, March 2, 2010--Elizabeth Green considers the work of education reformers like Doug Lemov who believe that good teaching is not just instinctive — “a kind of magic performed by born superstars” — but, instead, consists of deliberate techniques that can be taught.
The New York Times, March 2, 2010--Diane Ravitch, the education historian who built her intellectual reputation battling progressive educators and served in the first Bush administration’s Education Department, is in the final stages of a slow-motion about-face on almost every stand she once took on American schooling.
Education Week, February 26, 2010--As part of a budget plan designed to reshape federal support for education, President Barack Obama is seeking to consolidate more than a dozen discrete programs into three broader, competitive funds focused on “effective teaching and learning” across the academic-content areas. The proposal emphasizes literacy, the STEM fields of science, technology, engineering, and mathematics, and a final catchall category dubbed a “well-rounded education.” But elements of that approach are facing stiff resistance from an array of organizations as well as from Democratic and Republican lawmakers.
Education Week, February 26, 2010-There is a new paper by Linda Darling-Hammond on assessment practices in the United States and abroad. The paper was recently discussed in Washington, DC.
National Science Foundation Update, February 25, 2010--The title of the program was changed from “Course, Curriculum and Laboratory Improvement CCLI” to “Transforming Undergraduate Education in Science, Technology, Engineering, and Mathematics (TUES)” in order to emphasize the special interest in projects that have the potential to transform undergraduate STEM education. The additional review criteria have been modified to emphasize the desire for projects that (1) propose materials, processes, or models that have the potential to enhance student learning and to be adapted easily by other sites and (2) involve a significant effort to facilitate adaptation at other sites.
National Science Foundation Update, February 25, 2010--This program aims to establish a national network of learning environments and resources for science, technology, engineering, and mathematics (STEM) education at all levels. The program has four tracks:
Education Week, February 23, 2010--Many of the new education-related programs spelled out under the federal law, called the America COMPETES Act , have so far amounted to unfulfilled promises. A program to improve math instruction in the elementary and middle grades, for instance, hasn’t received a penny, nor has an initiative that would send out bonus grants to high-poverty schools that show the strongest gains in math and science.
Education Week, February 23, 2010--A group of high-powered policymakers and educators met in Washington, DC to build support for a new vision of educational assessment that is less a snapshot of students’ one-time performance and more like good instruction itself. During the meeting, a portrait of assessment, fleshed out in a paper by Ms. Darling-Hammond that draws on assessment practices in the United States and abroad, was presented at a discussion organized by two Washington-based groups, the National Governors Association and the Council of Chief State School Officers. They have enlisted the support of 48 states to devise common content standards designed to ensure college and career readiness.
February 19, 2010--University of Kansas Chancellor Bernadette Gray-Little recently joined a number of her colleagues in an important discussion with President Obama. In the meeting at the White House, Gray-Little joined university officials in pledging to do more to boost excellence in science, technology, engineering and math. During the gathering, Obama announced a $250 million initiative to train math and science teachers, and help meet his goal of pushing America’s students from the middle to the top of the pack in those subjects, in the next decade. For more information, CLICK HERE.
Inside Higher Ed, February 17, 2010--More and more students are starting college with plans to major in science and technology fields, but a new study finds that their completion rates are lagging. This study, Degrees of Success, was conducted by the University of California at Los Angeles’ Higher Education Research Institute. They analyzed hundreds of thousands of college freshmen and found that the proportion of students hoping to major in STEM fields is growing. The bad news is that students who start out planning to major in STEM fields graduate at far lower rates than their non-STEM classmates, especially if they’re black, Latino or Native American.
The Collegian, February 17, 2010--Fresno State President John D. Welty committed to at least double the number of math and science teachers that the university produces. Welty signed a letter Jan. 6, along with 39 other university presidents, sent to President Barack Obama pledging to double the number of science and math teachers by 2015. As part of the national Science and Mathematics Teacher Imperative (SMTI), Fresno State has put a plan in place that will generate substantially more, high-quality science and math teachers. Dr. David Andrews, director of the Science and Math Education Center, said the shortage of math and science teachers will be a problem in the immediate future if the correct actions are not taken.
Inside USF, February 9, 2010--Florida’s three Public Research Flagship Universities, the University of South Florida, Florida State University and the University of Florida, are educating Florida’s mathematics and science teachers with support from PROMiSE (Partnership to Rejuvenate and Optimize Mathematics and Science Education in Florida), a grant funded by the U.S. Department of Education and awarded by the Florida Department of Education. Now totaling nearly $22 million, PROMiSE recently received its third and final installment of $7,829,513.
" src="/NetCommunity/CuteSoft_Client/CuteEditor/Images/anchor.gif">" src="/NetCommunity/CuteSoft_Client/CuteEditor/Images/anchor.gif">" src="/NetCommunity/CuteSoft_Client/CuteEditor/Images/anchor.gif">" src="/NetCommunity/CuteSoft_Client/CuteEditor/Images/anchor.gif">" src="/NetCommunity/CuteSoft_Client/CuteEditor/Images/anchor.gif">February 4, 2010--NSF Acting Assistant Director Joan Ferrini-Mundy, during the hearing on Strengthening Undergraduate and Graduate STEM Education before the Subcommittee on Research & Science Education, outlined several programs at NSF that support undergraduate education for teachers. Noah Finkelstein of the University Colorado at Boulder spoke about the need to “move away from teacher centered and passive-student pedagogy to a student-centered, inquiry oriented, discipline-based model of pedagogy that is research-based and research-validated.”
February 4, 2010--America is no longer a nation at risk, rather it is a “nation falling further behind,” in science and engineering education said Rick Stephens, Senior Vice President of Human Resources and Administration at The Boeing Company. In testimony before the House Science and Technology Subcommittee on Research and Science Education, Stephens highlighted the challenges facing the U.S. defense industrial base as it seeks to replenish the workforce with tens of thousands of engineers in the very near future. Testifying on behalf of the Aerospace Industries Association, Stephens outlined proposals for Congress to strengthen undergraduate and graduate education in the STEM fields. Among these are encouraging and expanding retention programs for undergrads, addressing the critical shortage of well-qualified primary and secondary teachers in STEM disciplines and motivating pursuit of STEM careers through enhanced support of programs that provide hands-on experience that is directly transferable to the workplace.
February 1, 2010--In its 60th anniversary year, the National Science Foundation (NSF) submitted to Congress a $7.4 billion budget request for fiscal year 2011. The request represents an 8-percent increase over 2010 and supports the President’s goal of increasing the nation’s total public and private investment in research and development to at least 3 percent of the gross domestic product.
PRNewswire, January 26, 2010--Sid W. Richardson Foundation Forum of 18 Texas leaders in education grappled for more than a year with the critical question: What needs to be done to identify, recruit, prepare, and support Texas teachers? As a result of their work, the Forum has published a report, which has been endorsed by the Council of Public University Presidents and Chancellors, calling for the leadership of Texas universities to improve the teacher preparation process to ensure the long-term adequacy of supply and effectiveness of teachers, for high schools in particular, in the state.
January 2010--Researchers from the University of North Carolina at Chapel Hill have published a study on new teachers in North Carolina, The Impact of Teacher Preparation on Student Learning in North Carolina Public Schools. Gary Henry and colleagues were able to examine the quality of teacher preparation programs by linking new teachers to their preparation programs and to the gains of their students in the classroom.
January 6, 2010--In a letter presented to President Barack Obama, 79 university presidents and chancellors of public research universities or university systems, pledged to substantially increase the number and diversity of high-quality science and mathematics teachers we prepare, and to build better partnerships among universities, community colleges, school systems, state governments, business and other stakeholders.”
January 6, 2010-- Change in Higher Education was the main topic of discussion at the second national meeting of The Leadership Collaborative (TLC) held on January 6-8, 2010. Ann Austin, a national expert on change in higher education and a professor at Michigan State University, stressed the importance of finding leaders throughout the institution and supporting those leaders, having the involvement of senior leadership, and taking the time to define a clear and compelling vision for the institution that helps drive the change process forward. During the meeting, participants from 24 institutions, including team leaders and 15 provosts, discussed different policies and reward structures in place at their universities for faculty engaged in STEM teaching and STEM education research. The Collaborative consists of 26 SMTI institutions to experiment with approaches and university policies to enhance institutional priority of science and mathematics teacher preparation. Results from this NSF MSP/RETA will be shared across A۰P۰L۰U and other institutions.
January 2010--An emerging body of research suggests that a set of broad “21st century skills”–such as adaptability, complex communication skills, and the ability to solve non-routine problems–are valuable across a wide range of jobs in the national economy. However, the role of K-12 education in helping students learn these skills is a subject of current debate. To address some of these issues, the National Research Council held a workshop on science education as a context for development of 21st century skills and published Exploring the Intersection of Science Education and 21st Century Skills: A Workshop Summary. This book addresses key questions about the overlap between 21st century skills and scientific content and knowledge; explores promising models or approaches for teaching these abilities; and reviews the evidence about the transferability of these skills to real workplace applications.
December 29, 2009--The Robert Noyce Teacher Scholarship Program seeks to encourage talented science, technology, engineering, and mathematics majors and professionals to become K-12 mathematics and science teachers. The Noyce Scholarship Track provides funds to institutions of higher education to support scholarships, stipends, and academic programs for undergraduate STEM majors and post-baccalaureate students holding STEM degrees who earn a teaching credential and commit to teaching in high-need K-12 school districts.
Letter of Intent Deadline Date (optional): February 9, 2010
Noyce Scholarship and NSF Teaching Fellowship/Master Teaching Fellowship Proposals
Full Proposal Deadline Date: March 10, 2010
Noyce Scholarship and NSF Teaching Fellowship/Master Teaching Fellowship Proposals
Full Proposal Deadline Date: April 7, 2010
November 23, 2009--The University of Tennessee, Knoxville, a SMTI institution, is one of the newest UTeach replication sites. The university will receive up to $1.85 million from the state of Tennessee over the next five years. UTeach, developed by the University of Texas at Austin in 1997, has as its primary goal to increase the quantity and quality of mathematics, science, and computer science teachers. The UTeach program includes early and intensive field experience, frequent coaching from mentor and master teachers, and all education courses taught in the context of math and science.
November 23, 2009--“Reaffirming and strengthening America’s role as the world’s engine of scientific discovery and technological innovation is essential to meeting the challenges of this century,” said President Obama. “That’s why I am committed to making the improvement of STEM education over the next decade a national priority.”
October 23, 2009—“Please promote the critical underlying importance of reforming undergraduate science education,” was the first request Howard Gobstein, Co-Director of SMTI, made to the President’s Council of Advisors on Science and Technology (PCAST) at the National Academies. Gobstein also asked PCAST to determine how federal agencies could best support faculty that are engaged in research on how to convey science and mathematics knowledge through teaching and teacher preparation. PCAST is an advisory group of the nation’s leading scientists and engineers who directly advise the President and the Executive Office of the President.
For more information and powerpoint presentations from this meeting, please visit: http://www.ostp.gov/cs/past_meetings
For the agenda, please visit: http://www.ostp.gov/galleries/PCAST/Public%20Agenda%20as%20of%20October20%202009.pdf
For video of all the speakers, please visit: http://www.tvworldwide.com/events/pcast/091022/
October 09, 2009--The U.S. Secretary of Education Arne Duncan told students from the University of Virginia’s Curry School of Education that they are answering a call that is as important as any career available to them now and in the future. The Obama administration, said Secretary Duncan, sees elevating the teaching profession and expanding the pool of talent as critical to closing the achievement gap and promoting the nation’s long-term prosperity. For text and video of the Secretary’s remarks, please visit http://www.edgovblogs.org/duncan/2009/10/a-call-to-teach/
William J. Hussar, Tabitha M. Bailey, National Center for Education Statistics, September 2009.This publication provides projections for key education statistics. It includes statistics on enrollment, graduates, teachers, and expenditures in elementary and secondary schools, and enrollment and earned degrees conferred expenditures of degree-granting institutions. For the Nation, the tables, figures, and text contain data on enrollment, teachers, graduates, and expenditures for the past 14 years and projections to the year 2018. For the 50 States and the District of Columbia, the tables, figures, and text contain data on projections of public elementary and secondary enrollment and public high school graduates to the year 2018. In addition, the report includes a methodology section describing models and assumptions used to develop national and state-level projections. The report includes longitudinal perspectives with actual and projected enrollments in degree-granting institutions of higher education with break-downs by race/ethnicity, gender, age, etc.
August 2009--Florida International University was ranked #1 in the nation in awarding STEM degrees to underrepresented minorities in a recent study published by The Commission on Professionals in Science and Technology for 2007. FIU’s deep commitment to STEM education is reflected in their participation in the national science initiatives SMTI, The Leadership Collaborative, and PhysTec, which aims to improve and promote the education of future physics teachers. For more news about FIU, CLICK HERE.
August 26, 2009--The University of Colorado at Boulder will host an Aug. 31 public symposium on its nationally recognized efforts to address the crisis in science, technology, engineering and math (STEM) education.
Education Week, August 25, 2009--The National Science Board held a discussion on how to foster innovation in STEM fields through enhanced STEM education. The keynote speaker was Secretary of Education Arne Duncan.
The New York Times, August 22, 2009--In a Room for Debate forum, experts discussed the value of education degrees, which often drive pay and promotion in public school systems. Many readers, who are teachers, offered their views on whether teacher prep programs are necessary for the classroom, or if other factors, like subject-matter expertise and life experience, matter more.
August 2009--The Conrad Foundation has opened registration for the 2010 Spirit of Innovation Awards. This competition challenges teams of high school students to create innovative products in four categories: aerospace exploration, space nutrition, renewable energy and green schools. Teams and their coaches will compete for more than $100,000 in prize money, opportunities to present their products to world level leaders in business and industry, and an opportunity to become a Pete Conrad Scholar. Registration will remain open until December 15, 2009 when all team submissions are due. The Spirit of Innovation Summit and Final Competition will take place on April 8 - April 12, 2010 at the NASA – Ames Research Center in Mountain View, California.
Inside Higher Ed, August 20, 2009--What does it mean to replace a set of pre-med courses with competencies that might be fulfilled with any number of courses? That’s a central question for those who think, as I do, that the report “Scientific Foundations for Future Physicians,” released by the Association of American Medical Colleges, in collaboration with the Howard Hughes Medical Institute must become a topic of discussion in higher education.
Washington Post, November 20, 2009--The Bill & Melinda Gates Foundation announced Thursday a $335 million investment in teacher effectiveness, funding experiments in tenure, evaluation, compensation, training and mentoring in three large school systems and a cluster of charter schools.
The New York Times, August 16, 2009--Should the public schools reduce the weight they give to education school credentials in pay and promotion decisions? Is this happening already, and, if so, what is replacing the traditional system for compensating teachers?
MercuryNews.com, August 10, 2009--Faced with a dire choice over being loyal to the state’s powerful teachers union or claiming their share of billions of dollars in new federal funding, Sacramento legislators are re-evaluating a law that prevents the state from tying student test scores to teacher performance.
August 6, 2009--Maryland has unveiled a five year, $72 million plan to prepare all Maryland high school graduates for college-level math and science courses, and to triple the production of STEM teachers by the state’s universities.
August 2009--A new report from the Institute of Education Sciences (ies), entitled, Impacts of Comprehensive Teacher Induction: Results from the Second Year of a Randomized Controlled Study, compares outcomes of teachers offered intensive induction activities with full-time mentors to those of teachers with less intensive, less structured induction activities. The study found no impact on teacher retention rates or overall student achievement between the two groups.
The Chronicle of Higher Education--Improving student retention can do far more for a college’s bottom line than does landing big research grants, writes Frank Heppner.
David May, Jennifer Frank, Susan Bilek, VIP K-16, Annual Meeting of the American Education Research Association, April 15, 2009.This paper presents an evaluation of a Master Graduate Teaching Fellows (MGTF) program at a public flagship research university. The MGTF program was part of a broader P-20 science education initiative funded through the National Science Foundation’s (NSF) Math and Science Partnership (MSP) program. The MGTF program sought to enhance the capacity for teaching excellence in graduate students in the sciences through the provision of intensive professional development and peer mentoring.
Nancy Shapiro, Jennifer Frank, David May, Danielle Susskind, VIP K-16, April 2009. This article presents four case studies of faculty grassroots leadership in a science education partnership involving multiple higher education institutions-a community college, a master’s level university, and two different research universities. The main focus of the article is the interplay and role of top down leaders in positions of authority (typically administrators) versus grassroots leadership among faculty and how these two converge and interplay to create organizational change. The convergence of bottom-up and top-down leadership is affected by institutional culture and context. Cross-comparative findings from the four cases are presented, including the context for change in each case, the role of administrative leadership on each campus, factors that either facilitated or hindered the emergence of faculty grassroots leadership, and the institutionalization and sustainability of these reforms. The authors then address the broader implications of the study with respect to understanding how grassroots leadership and traditional forms of authority and leadership can compliment each other and facilitate organizational change.
June 12, 2009 –Stronger collaboration between philanthropy, industry, government, K-12 and higher education are at the center of a new report from the Carnegie Corporation of New York, which calls for tougher math and science education standards from elementary school through college. The report, "The Opportunity Equation: Transforming Mathematics and Science Education for Citizenship and the Global Economy," recommends establishing higher and clearer national standards; improving the preparation, recruitment, and support of teachers; and redesigning school systems to better deliver math and science education.
April 27, 2009—President Barack Obama today pledged to make “the largest commitment to scientific research and innovation in American history” by devoting “more than three percent of our GDP to research and development” in a speech during the Annual Meeting of the National Academy of Sciences. “Science is more essential for our prosperity, our security, our health, our environment, and our quality of life than it has ever been,” the President said. “And if there was ever a day that reminded us of our shared stake in science and research, it’s today.”
March 24, 2009--SMTI's Jennifer B. Presley, along with Monica Plisch of the American Physical Society, lead a one-hour podcast on "how institutions can attract more students to science education careers and create the best possible educational experiences" for them-part of an Inside Higher Ed Web audio conference series. If you missed it, you can now download the podcast and accompanying PowerPoint presentation to learn more about this important issue.
>>Download PDF of PowerPoint Presentation
February 5, 2009 – The lack of highly qualified science and mathematics teachers in middle and high school classrooms across America is a crisis that is well-established. If the U.S. is to remain a leader in engineering, technology and innovation in the global market place, the state of science and mathematics education must be reversed. The presidents of 74 public universities and 11 university systems representing an additional 33 campuses have taken a bold step toward reversing the crisis by formally committing to the Science and Mathematics Teacher Imperative (SMTI) developed by NASULGC, A Public University Association.
NASULGC Board Chairman Lee T. Todd, Jr., president of the University of Kentucky, discusses why producing more high quality science and math teachers is not just important for middle and high schools, but is an essential component to ensuring a robust economy.
December 1, 2008--Take a look at the state of science and mathematics education in U.S. public schools, and you’ll find an equation that simply doesn’t compute. With too few highly qualified teachers and too many underachieving students, efforts to create a pipeline of well-prepared workers for the competitive 21st Century global economy are not measuring up. To address this challenge, nearly 80 colleges and universities spanning 32 states have thus far pledged their intent to commit to the Science and Mathematics Teacher Imperative (SMTI).
October 1, 2008--A dynamic panel of science and math education leaders will kick-off the NASULGC campaign: the Science & Mathematics Teacher Imperative at the opening session of the 121st NASULGC Annual Meeting, November 9-11 in Chicago. Cora Marrett, assistant director for the Education and Human Resources directorate at the National Science Foundation; Jim Geringer, director of ESRI and former Wyoming governor; Judy Jeffery, director of the Iowa Department of Education; and Richard Herman, chancellor of the University of Illinois at Urbana-Champaign; will lead a robust call-to-action during this opening session.
August 6, 2008--NASULGC’s Science and Mathematics Teacher Imperative (SMTI) will collaborate with Georgia’s Partnership for Reform in Science and Mathematics (PRISM) initiative to assemble several dynamic panel discussion groups and speakers on science, technology, engineering and mathematics (STEM) education at the Accepting the STEM Challenge conference in Atlanta. The conference, Sept. 11 -13, 2008, will provide K-16 STEM educators, administrators, state policy makers, business and community leaders the opportunity to share best practices and gain insights on how others are addressing the challenges associated with STEM education.
June 9, 2008--NASULGC has asked members for comments on a draft discussion paper asking whether NASULGC presidents/chancellors and their institutions should make a commitment to the preparation of additional science and mathematics teachers.
November 30, 2007--Arizona Governor Janet Napolitano has been named to a commission working to increase significantly the number of high-quality science and mathematics and teachers in the United States led by NASULGC, A Public University Association. The NASULGC Science and Mathematics Teacher Imperative (SMTI) is a long-term commitment to develop and strengthen the capacity of the nation’s public universities to prepare more high-quality middle school and high school mathematics and science teachers. The initiative is led by a 29-person commission comprised of leaders from higher education, secondary education, business and state government, and chaired by Richard Herman, chancellor of the University of Illinois, Urbana-Champaign.
November 2, 2007--An initiative to enhance and expand math and science teacher training in the United States led by NASULGC, A Public University Association, is the focus of a $200,000 grant from Carnegie Corporation of New York. The NASULGC Science and Mathematics Teacher Imperative (SMTI) is a long-term commitment to develop and strengthen the capacity of the nation’s public universities to prepare more high-quality middle school and high school mathematics and science teachers.
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