Learning by Doing: A Case Study of a Clinical Model for STEM Teacher Preparation
Abstract: This conference paper is authored by Dr. Caryn M. King, Associate Dean, College of Education, Grand Valley State University and is part of the 2013 ASQ Advancing the STEM Agenda Conference proceedings.
The United States Department of Education estimates that the nation will need 100,000 new science, technology, engineering, and mathematics (STEM) teachers during the next 10 years. Thus, preparing new STEM teachers has been identified as one of the nation’s priorities. This article describes the collaborative process used by one Midwestern university as it designed and implemented an experimental teacher preparation program, drawing STEM professionals from industry to become teachers in “high-needs” secondary schools. Following a description of the collaborative development process, the experimental curriculum is presented along with findings gleaned by an evaluator not associated with the program. Implications for preparing future STEM career changers who wish to become teachers are discussed.
Keywords: STEM - Conference Proceedings - Teaching Quality