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SMTI Library

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Displaying 41 - 50 of 55
Publication Date Description Categories Subcategories
(pdf 3587kb)
Jan 2015
Generating a networked improvement community to improve secondary mathematics teacher preparation: Network leadership, organization and operation

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(xlsx 138kb)
Oct 2014
Preliminary analysis of STEM Education Centers. Data was drawn from profiles at http://serc.carleton.edu/StemEdCenters/profiles.html in September 2013.

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(pdf 484kb)
May 2014
This report documents the 2013 Workshop with STEM Education Center Directors held in St. Louis on September 15, 2013. The report is authored by Donna G. Riordan.

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(pdf 578kb)
Nov 2012
Final Report on NSF MSP/RETA "Promoting Institutional Change to Strengthen Science Teacher Preparation" Grant #0831950 is the summative report for this NSF-funded project. The purpose of the grant was to determine if 25 public research universities working with a national higher education association that communicates regularly with their presidents and provosts can promote institutional change to strengthen science and mathematics teacher preparation.

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(pdf 852kb)
Nov 2012
White paper on the Teacher Education Program Assessment (TEPA), formerly known as the Analytic Framework. The TEPA creates a classification, almost a taxonomy, of the critical components, goals, objectives and strategies that codify a shared language of concepts, strategies and assessments that are particular to science and mathematics teacher preparation.

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(pdf 419kb)
Nov 2012
This report summarizes the sessions and discussions at The Leadership Collaborative (TLC) Retreat held on January 6-8, 2010. Change in Higher Education was the main theme at this meeting. 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.

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(pdf 3730kb)
Nov 2012
A report on how and why the American Physical Society became involved in physics education reform as a possible guide to other disciplinary societies interested in seeding reform for STEM education in their discipline.

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(pdf 341kb)
Nov 2012
This report provides an analysis of the final reports from 23 of the 25 institutions in the TLC. For their final reports, TLC Team Leaders were asked to respond to a series of targeted questions about their institutions' involvement with the TLC. The final reports were reviewed, answers distilled, and common themes or core ideas across the institutions were identified. Each reported successful outcome was coded as a program improvement, program restructuring, or campus-wide change.

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(pdf 413kb)
Nov 2012
This document is a final report on data from the external evaluation of The Leadership Collaborative (TLC). The TLC was a project during 2008-2012 by the Association of Public and Land-grant Universities (APLU) and 25 member universities and colleges. Institutions pursued advances in their education of prospective middle and high school teachers in the subjects of science or mathematics. The project was funded by a National Science Foundation grant from NSF's Mathematics-Science Partnership program, Research, Evaluation and Technical Assistance projects (MSP-RETA): "Promoting Institutional Change to Strengthen Science Teacher Preparation", grant #0831950.

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(pdf 698kb)
Nov 2012
Improving Postsecondary STEM Education describes factors that influence the success of collaborations involving STEM and Education faculty at research universities. In order to best drive widespread change and improve postsecondary education, it is critical to identify and empower individuals who can act as brokers between seemingly disparate disciplines in terms of research, theory, and practices and norms, and who can do so in ways that support and capitalize on the diverse experiences and expertise each individual brings to the table.

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