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Like-Minded People: University-Based Interdisciplinary Collaborations in STEM Teacher Preparation Programs

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Abstract

A need exists for impactful interdisciplinary collaborations between STEM and Education departments to build successful STEM teacher education programs. Within extant literature, few studies have examined the qualities that make STEM and Education collaborations possible for the purpose of STEM teacher preparation. The purpose of this study was to analyze the motivation, development and sustainability of collaborations between STEM and Education faculty and university supervisors to better enhance STEM teacher education programs. This study analyzes the dynamics between STEM and Education faculty and university supervisors at seven universities with Robert Noyce Teacher Scholarship Programs within the state of Texas. Through a qualitative multiple-case study research approach, we collected data through focus group interviews, archival information, and field notes. Our exploratory study yielded three main findings to include the following: (1) characteristics of impactful STEM-Education collaborations; (2) impact of STEM-Education collaborations; and (3) common STEM-Education collaboration constraints. Based on the findings from this study, implications for universities, institutional leaders, students, and the grant foundation are discussed.

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Acknowledgements

This article includes findings from the following National Science Foundation Noyce Grant Programs: 1557273, 1136416, 1556983, 0934878, 1439861, 1239993, 1557405, 1240036, 1240038, 0934913, 1540769, 1136222, 1439914, 1035483, 1612380, 0833343, 0334811, 0630376, 1557155, 0833342, 1557309 and 1240083. All errors or omissions are the responsibility of the authors, not of the funding agency.

We want to thank Cathy Horn, Andrea Burridge, and Cheryl Craig for their feedback on earlier drafts.

Funding

1557273.

Author information

Authors and Affiliations

  1. Mathematics, teachHOUSTON, University of Houston, 3551 Cullen Blvd, Phillip G. Hoffman Hall, Suite 651, Houston, TX, 77204-3038, USA

    Paige K. Evans & Leah McAlister-Shields

  2. Higher Education Leadership and Policy Studies, College of Education, University of Houston, 3657 Cullen Blvd, Farish Hall, Suite 421, Houston, TX, 77204-3038, USA

    Koryn C. Dillard

  3. Center for the Study of Higher and Postsecondary Education, University of Michigan School of Education, University of Michigan- Ann Arbor, 610 E. University Ave., Ann Arbor, MI, 48109-1259, USA

    Davinia Rodriguez-Wilhelm

Authors
  1. Paige K. Evans
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  2. Koryn C. Dillard
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  3. Davinia Rodriguez-Wilhelm
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  4. Leah McAlister-Shields
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Correspondence to Paige K. Evans.

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Dr. Paige Evans has received research grants from the National Science Foundation. Dr. Paige Evans declares that there is no conflict of interest.

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Appendix

Appendix

Interview Protocol

Focus Group Interview Questions (Faculty and Staff):

  1. 1.

    What has been most helpful in supporting efforts to recruit students into teaching?

  2. 2.

    What challenges have you experienced in recruiting STEM majors into teaching careers, and what has helped to address those challenges?

  3. 3.

    What components of your STEM teacher preparation program do you believe have been most useful in preparing students to go into K-12 classrooms?

  4. 4.

    What components of your STEM teacher preparation program do you believe have been most useful in preparing students to teach diverse learners as well as teach in different school environments?

  5. 5.

    Describe any components that may have interfered in preparing students to do well (field placement, course-work, etc.).

  6. 6.

    What has been challenging in placing students in the field and/or your field placement structure and how have you dealt with these challenges?

  7. 7.

    Which collaborative partnerships have worked well and which partnerships have not worked as well? What affected these outcomes?

  8. 8.

    What have you gained by partnering with local schools for field placements?

  9. 9.

    What can be done to enhance the value of the experiences your students have in their preparation to become STEM teachers?

  10. 10.

    How did other STEM and Education faculty, as well as administrators and campus leaders support your Noyce project?

  11. 11.

    How did your STEM or Teacher preparation programs benefit as a result of the college’s Noyce Program?

Thank you for your time and thoughtful comments. Are there any other comments, questions, or information that you would like to provide before we end our session?

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Evans, P.K., Dillard, K.C., Rodriguez-Wilhelm, D. et al. Like-Minded People: University-Based Interdisciplinary Collaborations in STEM Teacher Preparation Programs. Journal for STEM Educ Res 2, 35–54 (2019). https://doi.org/10.1007/s41979-019-00011-0

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