A NASA/University Faculty Development Partnership: Equipping Educators to Promote Equity in STEM Education
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| Title: | A NASA/University Faculty Development Partnership: Equipping Educators to Promote Equity in STEM Education |
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| Language: | English |
| Authors: | Huling, Leslie, Resta, Virginia |
| Source: | SRATE Journal. Win 2020 29(1). |
| Availability: | Southeastern Regional Association of Teacher Educators. Web site: http://www.srate.org/journal.html |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2020 |
| Sponsoring Agency: | National Aeronautics and Space Administration (NASA) |
| Contract Number: | NNX15AU89A |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | STEM Education, Institutional Cooperation, Space Exploration, Space Sciences, Higher Education, Faculty Development, College Faculty, Teacher Competencies, Preservice Teachers, Preservice Teacher Education, Professional Personnel, Minority Groups |
| ISSN: | 1068-1752 |
| Abstract: | As the call for reform in STEM education has continued to increase over the past twenty-five years, new challenges arise for colleges and universities to seek high-quality professional development strategies and opportunities for faculty to upgrade and enhance their STEM teaching methodologies. Against this backdrop, the authors discuss what constitutes high-quality professional development and examine a large-scale three-year case study, involving a collaborative effort among NASA MUREP Educator Institutes for preservice-teachers and STEM education faculty from minority serving institutions. The authors analyze the resulting impacts of this professional development on various aspects of the professional practices of participating university faculty. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1243647 |
| Database: | ERIC |
| Abstract: | As the call for reform in STEM education has continued to increase over the past twenty-five years, new challenges arise for colleges and universities to seek high-quality professional development strategies and opportunities for faculty to upgrade and enhance their STEM teaching methodologies. Against this backdrop, the authors discuss what constitutes high-quality professional development and examine a large-scale three-year case study, involving a collaborative effort among NASA MUREP Educator Institutes for preservice-teachers and STEM education faculty from minority serving institutions. The authors analyze the resulting impacts of this professional development on various aspects of the professional practices of participating university faculty. |
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| ISSN: | 1068-1752 |
