Investing in Tomorrow's Teachers

*The Integral Role of Two-Year Colleges in the Science and Mathematics
Preparation of Prospective Teachers*

![](media/image1.png){width="1.0in" height="1.0in"}[A Report from a
National Science Foundation Workshop]{.smallcaps}

**Division of Undergraduate Education**

**Directorate for Education and Human Resources**

**National Science Foundation**

**December 1998**

Foreword

This document reports findings from the workshop on the integral role of
two-year colleges in the science and mathematics preparation of
prospective teachers. This was a joint effort of the National Science
Foundation and the Virginia Urban Corridor Collaborative for Excellence
in Teacher Preparation. The workshop was developed with leadership from
the Division of Undergraduate Education and significant support from
other divisions of the Directorate for Education and Human Resources.
The American Association of Community Colleges and Phi Theta Kappa, the
national honor society for two-year colleges, ensured that
representatives from all groups who are stakeholders in the preparation
of teachers were afforded opportunities to address issues.

On March 12 -- 14, 1998, two-year college faculty, administrators, and
students met with representatives from four-year colleges and
universities, school systems, professional societies, and government
agencies to explore issues important to the development of teachers
well-prepared in science, mathematics, and technology and well-qualified
to teach. During the three days, participants developed recommendations
for future activities and projects designed to improve the quality of
the U. S. future teachers. The role of helping to prepare future
teachers was recognized as consistent with the community-based and
student-centered missions articulated by two-year colleges. Two -year
colleges can play an important role in helping prepare teachers of
mathematics, science, and technology.

The opinions expressed in this report are those of the workshop
participants and do not necessarily represent NSF policy. The
recommendations are under review at NSF.

####### Luther S. Williams

Assistant Director

Education and Human Resources

National Science Foundation

#### LETTER OF TRANSMITTAL

September 3, 1998

### Dr. Luther S. Williams

Assistant Director

Directorate for Education and Human Resources

National Science Foundation

4201 Wilson Boulevard

Arlington, VA 22230

Dear Dr. Williams:

On behalf of the steering committee, I am pleased to transmit to you the
report of the National Science Foundation (NSF) conference, ***The
Integral Role of the Two-Year College in the Science and Mathematics
Preparation of Prospective Teachers***. This conference was convened by
the Division of Undergraduate Education of NSF and held March 12 - 14,
1998.

The conference focused on strategies to increase the awareness of two-
and four-year college mathematics and science faculty and
administrators, national leaders in education, and funding agencies to
the key role that community colleges are providing in the mathematical
and scientific preparation of teachers. Over 100 participants
represented faculty and administrators from science, mathematics and
education departments in two-and-four year colleges, disciplinary
professional societies, other organizations and federal agencies, and
current preK-12 teachers and pre- service teachers from two-year
colleges.

With the assistance of the steering committee, the coordinating
committee and NSF staff, participants received assignments prior to the
conference designed to stimulate their thinking in six critical areas.
Each of the following six areas was addressed by an interdisciplinary
working group:

-   recruitment of prospective teachers;

-   strengthening undergraduate courses;

-   pre-teaching experiences;

-   in-service activities;

-   liaisons between two-year colleges and four-year institutions; and

-   liaisons with business and industry, professional societies and
    others.

Participants also worked in discipline-based groups to develop specific
recommendations about how two-year colleges can move individually and
collectively to develop programs to meet the national need for
high-quality teacher preparation.

Members of the steering and coordinating committees and the chairs and
recorders of the six working groups have reviewed this report. We now
submit it to NSF in the spirit of cooperation, collaboration and mutual
optimism for the future of the science, mathematics, and technology
preparation of prospective elementary and secondary teachers. We
encourage NSF, in concert with two-and four-year colleges,
discipline-based organizations, and other national organizations and
federal agencies, to take a leadership role in implementing the
recommendations in the report. It is commendable that NSF has begun to
actively engage two-year colleges through undergraduate programs such as
the NSF Collaboratives for Excellence in Teacher Preparation; Course,
Curriculum, and Laboratory Improvement; and Advanced Technological
Education. We look forward to a more specific focus on teacher
preparation in two-year colleges.

On behalf of all participants of the conference, we wish to extend to
you, and Dr. Norman Fortenberry, Dr. Robert Watson, Dr. Elizabeth Teles,
Dr. Jack Hehn and Dr. Terry Woodin of the Division of Undergraduate
Education, our deepest appreciation for your support of this endeavor.
The education community applauds your continued commitment to
undergraduate education in the science, mathematics, and technology
preparation of future elementary and secondary teachers and your
recognition of the integral role of two-year colleges.

Sincerely,

![](media/image2.png){width="2.34375in" height="0.53125in"}Sadie C.
Bragg

Chair, Steering Committee

## Borough of Manhattan Community College 

## The City University of New York

###### 

###### Executive Summary

The workshop ***Investing in Tomorrow's Teachers: The Integral Role of
the Two-Year College in the Science and Mathematics Preparation of
Prospective Teachers*** was held in Washington, DC on March 12 -- 14,
1998. Eleven exemplary two-year college programs chosen in a national
competition were highlighted at the conference. Over 100 individuals
participated, including faculty and administrators from two-year
colleges already engaged in exemplary activities in teacher preparation;
faculty and administrators from science, mathematics, and education
departments in two- and four-year colleges who have responsibility for
the various components of teacher preparation; representatives from
national disciplinary professional societies and organizations
specifically devoted to the preparation of teachers; and current preK-12
teachers and pre-service teachers from two-year colleges. Participants
considered the role of two year colleges in the preparation of teachers
and then developed a set of recommended actions.

# Current Role

It has become increasingly apparent that the resources of the nation's
community colleges must be utilized fully if the need for a teaching
force well prepared in science, mathematics, engineering, and technology
(SMET) is to be met. Generally, neither two-year colleges, nor the
four-year institutions where teachers complete their preparation, nor
the schools that hire teachers fully recognize the essential role of
two-year colleges in teacher preparation. In many ways, the preparation
of teachers is a hidden mission of two-year colleges. Many future
elementary and middle school teachers are taking most, if not all, of
their college-level science and mathematics courses at two-year
colleges. Equally important is the potential for each of the nation's
two-year college to provide active leadership in recruiting the next
generation of elementary and secondary school teachers. Two-year
colleges, with their orientation towards teaching and their strategic
locations, are in a pivotal position to recruit and help prepare the
next generation of science and mathematics teachers as well as give
students preparing to teach in the elementary grades a strong grounding
in science, mathematics, and technology.

##### **Recommended Actions**

Recommendations for action were developed in the following areas:

-   recruitment of prospective teachers;

-   strengthening undergraduate science, mathematics, engineering, and
    technology courses;

-   pre-teaching experiences;

-   in-service activities;

-   liaisons between two-year colleges and four-year institutions; and

-   connections with business and industry, professional societies, and
    other organizations.

The recommendations, detailed in this report and summarized below,
address actions two-year colleges can undertake by themselves and in
partnership with four year colleges or professional societies.

Two-year colleges should:

-   Recruit and attract the best students to the teaching of science,
    mathematics, engineering, and technology.

-   Actively involve SMET faculty and administrators in institution-wide
    recruitment of prospective teachers through such activities as
    visiting area high schools in coordination with guidance counselors
    or participating in on-campus visitation days for prospective
    students.

-   Include teacher preparation efforts into the colleges' mission and
    strategic plans.

-   Provide meaningful and frequent professional development in SMET
    both within and across disciplines for full-time and adjunct
    faculty.

-   Offer continuing education programs for teachers as a regular
    component of workforce training initiatives to meet the needs of
    regional employers.

Two-year colleges should collaborate with four-year colleges and
universities and school systems to:

-   Coordinate student advising for prospective teachers between
    two-year and four-year institutions concerning the transfer of
    courses, financial support, and program requirements.

-   Eliminate the barriers of course transferability by articulating
    transfer agreements between two-year colleges and four-year
    institutions that are mutually established through open
    communication concerning specific course content and expectations.

-   Design and implement high-quality science, mathematics, and
    technology curricula.

-   Engage potential teachers in preK-12 tutoring, mentoring, and
    enrichment programs in SMET fields.

-   Cooperate with local school districts and institutions such as
    science museums and mathematics and science centers to provide SMET
    pre-teaching experiences for two-year college students.

-   Engage potential teachers as teaching assistants in inquiry-based
    SMET classroom and laboratory settings and in testing and
    evaluation.

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-   Engage professionals in the community from business and industry to
    provide students and faculty in two-year colleges with information
    and perspective about how science, mathematics, and technology are
    applicable to teaching and other career tracks.

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-   Promote joint professional education activities involving student
    groups between two-year colleges and four-year institutions.

-   Work with local school systems and state policy officials to
    establish stronger teacher certification standards.

Professional societies should work with two-year colleges to:

-   Highlight the roles of two-year colleges in the science and
    mathematics preparation of future teachers.

-   Seek students from two-year colleges for membership and welcome as
    members two-year college students who wish to pursue careers as
    teachers.

Implementation of the recommendations of this report requires all groups
involved in the preparation of teachers to take a more proactive role
than in the past. Two-year colleges must plan and work cooperatively
with four-year colleges and universities, school systems, professional
societies, business and industry, state, local, and national government
agencies, and with each other. No one group can do it alone. All must
cooperate. Participants summarized by noting that with support from the
National Science Foundation and others who share this vision, two-year
colleges can help our nation produce a teaching workforce highly
qualified in science, mathematics, and technology.

**Teaching is the essential profession, the one that makes all other
professions possible. Without good teachers, the highest standards in
the world will not ensure that our children are prepared to be the
nation's future scientists, or productive citizens \... More than ever
before in our history, education is the fault line between those who
will prosper in the new economy and those who will be left behind**.

##### **William Jefferson Clinton**

> **Presidential State of the Union Address, 1997**

***A large percentage of prospective teachers begin their education in
two-year colleges. These institutions, with their clear commitment to
teaching and with so many prospective teachers as students, must be more
significant partners in the system of teacher preparation.***

**Shaping the Future (NSF 96-139)**

***Investing in Tomorrow's Teachers***

### 

***Investing in Tomorrow's Teachers: The Integral Role of the Two-Year
College in the Science and Mathematics Preparation of Prospective
Teachers***

##### **INTRODUCTION**

In order to better understand and increase the awareness of the role of
two-year colleges, a major resource in teacher preparation, the Division
of Undergraduate Education of the National Science Foundation (NSF)
convened a national conference ***The Integral Role of the Two-Year
College in the Science and Mathematics Preparation of Prospective
Teachers*** in Washington, DC on March 12 -- 14, 1998. Eleven exemplary
two-year college programs chosen in a national competition were
highlighted at the conference. In introducing them, the NSF director,
Dr. Neal Lane, remarked:

> *The exemplary activities being showcased here accomplish the best of
> all possible educational objectives. They equip students with skills
> that enable them to step directly into today's technological
> workforce. They also provide the broader opportunities to learn
> mathematics and science and to practice habits of mind and problem
> solving techniques that will serve students well if they are called to
> teaching or other careers.*

At the conference, science and mathematics faculty, presidents, and
other administrators from these eleven colleges joined other national
leaders to assess successful two-year college teacher preparation
approaches underway and to develop specific recommendations concerning
how two-year colleges can better help to meet the national need for
well-prepared teachers of science, mathematics, and technology. This
role of helping to prepare future teachers was recognized as consistent
with the community-based and student-centered missions articulated by
two-year colleges. Yet, the role of two-year colleges in teacher
preparation has often gone unrecognized. In many ways, the preparation
of teachers is a hidden mission of two-year colleges.

Over 100 individuals participated, including:

-   faculty and administrators from eleven two-year colleges who are
    among those already engaged in exemplary activities in teacher
    preparation;

-   faculty and administrators from science, mathematics, and education
    departments in two- and four-year colleges who have responsibility
    for various components of teacher preparation;

-   representatives from national disciplinary professional societies
    and from organizations specifically devoted to the preparation of
    teachers; and

-   current preK-12 teachers and pre-service teachers from two-year
    colleges.

Participants developed detailed recommendations concerning the role of
two-year colleges in the following areas:

-   recruitment of prospective teachers;

-   strengthening undergraduate science, mathematics, engineering, and
    technology courses;

-   pre-teaching experiences;

-   in-service activities;

-   liaisons between two-year colleges and four-year institutions; and

-   connections with business and industry, professional societies, and
    other organizations.

# Subsequent sections of this report lay out the conference's specific recommendations articulating how two-year colleges can move individually and collectively to ensure that all involved in the science, mathematics, and technology preparation of prospective teachers recognize the crucial role of two-year colleges and that two-year colleges with their partners develop programs that meet the national need for well-qualified teachers.

# 

# BACKGROUND

The science, mathematics, and technology preparation of the next
generation of teachers is critical to the social and economic future of
the nation. Demographics indicate that the nation's colleges and
universities must begin to produce many more teachers than they are
currently producing. There is an even greater need for teachers willing
and prepared to teach in the inner cities, in remote rural areas, and in
schools with large minority populations and for mathematics and science
teachers in all regions. The performance of United States students on
international tests suggests that the consequences of putting into
classrooms large numbers of middle and high school science and
mathematics teachers who have neither majored nor minored in
mathematical or scientific disciplines and of hiring elementary school
teachers with inadequate preparation in science and mathematics are not
acceptable.

Historically, teacher preparation has been considered the province of a
small number of four-year colleges and universities. While two-year
colleges have always played an unrecognized role in teacher preparation,
with support from NSF and their communities, two-year colleges are
beginning to take more active leadership roles in undergraduate science,
mathematics, engineering, and technology (SMET) instruction including
the science and mathematics courses taken by future teachers. Currently,
two-year colleges enroll nearly half of all United States undergraduates
and over one-third of all students taking science, mathematics, and
engineering and technology (SMET) courses. In increasing numbers,
two-year colleges are recruiting more future teachers, providing them
with stronger mathematical and scientific preparation, and utilizing
their college resources to meet the challenges facing elementary and
secondary education. According to Luther Williams, NSF's Assistant
Director for Education and Human Resources,

> *The resources of the nation's community colleges must be utilized
> fully if the need for a teaching force well prepared in science,
> mathematics, engineering, and technology is to be met.*

## ***THE NEED***

The number of new teachers that will be needed within the next decade is
daunting. The U.S. Department of Education predicts that 40% of current
public school teachers will retire or leave the profession by the 2003-4
school year. At the same time, school enrollments are rising
dramatically. In the next ten years, America will need to hire two
million new teachers to replace the generation of teachers about to
retire and to keep up with rising enrollments. The NSF report ***Shaping
the Future: New Expectations for Undergraduate Education in Science,
Mathematics, Engineering, and Technology*** (NSF 96-139), as well as
many other studies, have made a persuasive case that America's future
teachers require stronger backgrounds in science, mathematics, and
technology. The number of teachers essential for a strong school system
becomes even greater as additional states legislate limits on class
sizes.

In many parts of the country, a large percentage of elementary and
middle school science and mathematics classrooms are currently being
staffed by teachers with little or no college-level training in science
or mathematics. In his address ***The State of Mathematics Education:
Building a Strong Foundation for the 21^st^ Century*** on January 9,
1998 at the annual joint meeting of the American Mathematical Society
and the Mathematical Association of America, U.S. Secretary of Education
Richard Riley lamented:

> *Presently, 28 percent of high school math teachers do not have a
> major or minor in mathematics. The average K-8 teacher takes three or
> fewer mathematics or mathematics education courses in college.
> Furthermore, fewer than one-half of 8^th^ grade mathematics teachers
> have ever taken a course in the teaching of mathematics at this level.
> Equally distressing, the teacher qualifications are even lower in low
> income and minority schools. We must do better.*

Secretary Riley also noted that 18 percent of high school science
teachers neither majored nor minored in science. In the physical
sciences, where 12^th^ grade student performance lags the most in
international assessments, almost half of American students are taught
by teachers without a major or minor in that field.

The recently released reports of the ***Third International Mathematics
and Science Study*** (TIMSS) reveal that U.S. students are less
successful than their counterparts in other nations as they progress
through the various grade levels. Although students in elementary grades
at least match international averages in the TIMSS, the performance of
high school seniors is almost last in both mathematics and science. The
reasons for this poor level of performance are complicated, but
significant improvement would be encouraged by a teaching corps that is
well prepared in both content and pedagogy of science, mathematics and
technology.

Many new teachers must be encouraged, willing, and prepared to teach in
the inner cities, in remote rural areas, and in schools with large
minority populations. In July of 1997, President Clinton also called
attention to the need for well-trained college graduates to enter the
teaching profession and, in particular, to the critical need for
teachers who can serve as role models for inner-city students.

##  

## ***ROLE OF TWO-YEAR COLLEGES***

According to data gathered by the American Association of Community
Colleges (AACC), the more than 1,100 two-year colleges across the
country currently enroll about 45% of all U.S. undergraduates, with more
than 5 million students in credit classes (*1997 AACC Facts*, 1997). In
the fall of 1992, two-year institutions accounted for over 40% of all
undergraduate science, mathematics, engineering, and technology courses
and 34% of all undergraduate SMET course enrollments (*Shaping the
Future*). While precise data do not exist, it is estimated that more
than 40% of teachers completed some of their science and mathematics
course work at two-year colleges. Indeed, many future elementary and
middle school teachers are taking most, if not all, of their
college-level science and mathematics courses at two-year colleges.

Generally, neither two-year colleges, nor the four-year institutions
where teachers complete their preparation, nor the schools that hire
them fully recognize the essential role of two-year colleges in teacher
preparation. The fact that two-year colleges are already heavily engaged
in the mathematical and scientific preparation of teachers is one reason
to recognize more prominently this priority of two-year schools.
However, an equally important reason is the opportunity of each two-year
college in the nation to make important contributions to recruiting and
training the next generation of elementary and secondary school
teachers. Because excellent instruction is the primary focus at two-year
colleges, their faculty members are well positioned to provide
leadership in the quality of instruction in mathematics and science.
Furthermore, two-year colleges are often located in regions directly
serving rural and urban communities where new teachers will be needed
most. Thus, two-year colleges, with their orientation towards teaching
and their strategic locations, are in a pivotal position to recruit and
help prepare the next generation of science and mathematics teachers as
well as give students preparing to teach in the elementary grades a
strong grounding in science, mathematics, and technology.

> **The way the community college works here in Texas and across
> America, in my view, is a model of the way America ought to work. \...
> You think about it. This place \... is open to all. Nobody gets turned
> away because they\'re too old or too young or because of the color of
> their skin or because of their gender or anything else. \... It very
> much focuses on results, not rhetoric. \... \[and\] they\'re always
> about change, not about the status quo. \... \[Finally, community
> colleges are\] much more about partnership than politics. The whole
> thing \... works when people are working together to build a
> community.**

**William Jefferson Clinton**

**San Jacinto Community College, Houston, Texas,**

**September 26, 1997**

***RECRUITMENT OF PROSPECTIVE TEACHERS***

Two-year colleges play a critical role in attracting people with a high
potential for becoming excellent teachers. These institutions are
strategically positioned in urban and rural regions, enroll a large
proportion of the nation's minority college students, and welcome
returning adults. Given this large and diverse student body, the nation
benefits to the extent that the most talented in this large student
population consider teaching as a career option.

In an effort to expand the pool of prospective teachers and to improve
the academic preparation of teachers in SMET, two-year colleges must
identify, attract, nurture, and guide individuals from within their
student population who have the potential to become excellent teachers.
Recruitment and encouragement of prospective future teachers at two-year
colleges should be undertaken as a comprehensive, coordinated effort,
tied directly to the institution's long-term strategic plan. State
policies and structures should be reevaluated to ensure that they do not
hinder efforts to recruit new teachers. Most importantly, SMET college
faculty and advisors must heighten respect for the teaching profession
as a worthy career for outstanding students.

**Recognizing that they have a major role to play in the recruitment of
students into careers in teaching, two-year colleges should:**

-   Recruit and attract the best students to the teaching of science,
    mathematics, engineering, and technology.

-   Actively involve SMET faculty and administrators in institution-wide
    recruitment of prospective teachers through such activities as
    visiting area high schools in coordination with guidance counselors
    or participating in on-campus visitation days for prospective
    students.

-   Work collaboratively with school systems and four-year institutions
    to develop recruitment and retention programs.

-   Create networks among business and industry and community-based and
    religious organizations for effective recruitment into teaching.

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-   Join with professional associations to initiate public campaigns on
    community, state, and national levels to emphasize the need,
    importance, and rewards of teaching as a profession.

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-   Recruit potential teachers from various segments of the population,
    including minorities and underrepresented groups, mid-career
    changers, paraprofessionals, and other nontraditional students.

-   Provide prospective students with complete information regarding
    pathways to SMET teacher certification.

-   Provide students with research-oriented science experiences that
    encourage them to consider science or mathematics as an academic
    major and teaching as a profession.

-   Advocate for financial incentives such as scholarships, loans, or
    loan forgiveness on the federal and state levels for students who
    plan to teach.

-   Encourage businesses and foundations to develop and/or expand
    financial incentives for students who plan to teach.

-   Offer programs with strong SMET components to prepare
    paraprofessionals for full certification.

-   Include teacher recruitment efforts in the colleges' mission and
    strategic plans.

***STRENGTHENING UNDERGRADUATE***

***SCIENCE, MATHEMATICS, ENGINEERING, AND TECHNOLOGY COURSES***

Two-year colleges have a responsibility to ensure that prospective
teachers complete science, mathematics, and technology courses of the
highest quality. Programs of study for future teachers should include
multidisciplinary approaches and be informed by discipline based
research in teaching and learning as well as research in education and
cognitive science. Because teachers usually base their own teaching
approaches on the way that they have been taught, it is vital that
college courses emphasize inquiry activities and experiential discovery.

Excellence in instruction is the primary focus at two-year colleges.
Thus two-year college science, mathematics, engineering, and technology
faculty are positioned to provide national leadership in the quality and
nature of instruction. Many future preK-12 teachers choose teaching as a
career after completing the first two years of college. Structuring all
two-year college mathematics and science instruction to reflect active,
participatory, discovery-oriented approaches provides those students who
become teachers a sound foundation in both the content and methods of
science and mathematics and enhances the entry-level mathematics,
science, and technology experiences for all students.

Two-year college SMET faculty should:

-   Ensure that SMET courses and experiences become more centered in the
    student and the processes of the SMET disciplines.

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-   Ensure that all students have frequent access to inquiry-based
    experiences in and outside of class.

-   Collaborate with preK-12 teachers and four-year faculty to design
    and implement high-quality science, mathematics, and technology
    curricula.

-   Integrate results of cognitive research and standards-based
    curriculum development into SMET instruction.

**Two-year colleges SMET departments should:**

-   Hire and support full-time and adjunct faculties who incorporate
    standards-based instruction.

-   Provide meaningful and frequent professional development in science,
    mathematics, engineering, and technology both within and across
    disciplines for full-time and adjunct faculty.

-   Encourage and support full-time and adjunct faculty's participation
    in professional organizations and development activities.

-   Provide reassigned time for faculty to engage in classroom research,
    curriculum development, and dissemination.

**Federal, state, and private funding agencies should support:**

-   Development of standards-based SMET curricula at the introductory
    college level.

-   Collaboration among preK-12 teachers, two-year college faculty, and
    four-year college and university faculty to implement curricula.

-   Local and regional initiatives that enhance communication and
    collaboration among SMET and other disciplines.

-   Professional development activities for faculty who teach in SMET
    fields.

##### **PRE-TEACHING EXPERIENCES**

Experiences that introduce students to the excitement of helping others
to learn and acquaint them with the rewards of teaching are critical to
the recruitment and development of the workforce of future teachers.
Two-year colleges, in collaboration with others, should actively seek to
engage students and faculty in authentic pre-teaching experiences that
encourage and support prospective teachers. In order to provide this
engagement, each college must assess its current policies and practices,
and a full commitment must be made through initiatives at local, state,
and national levels.

**Two-year colleges should:**

-   Engage potential teachers in preK-12 tutoring, mentoring, and
    enrichment programs in SMET fields.

-   Cooperate with local school districts and institutions such as
    science museums and mathematics and science centers to provide
    pre-teaching experiences.

-   Engage potential teachers as teaching assistants in inquiry-based
    SMET classroom and laboratory settings and in testing and
    evaluation.

-   Support faculty efforts to initiate programs of SMET pre-teaching
    experiences for prospective teachers.

-   Work with four-year colleges and universities to provide structured
    opportunities for prospective teachers to visit preK-12 classrooms
    and to observe a variety of science and mathematics teaching
    strategies, use of technology, assessment, and individual work with
    students.

-   Provide prospective teachers with support structures (future teacher
    associations, faculty mentoring, and advising programs) that provide
    career exploration and articulate transfer paths to professional
    certification.

-   Acknowledge pre-teaching activities through formal recognition,
    student record annotation, and other incentives.

-   Provide financial support and incentives such as internships to
    encourage students to engage in pre-teaching experiences.

-   Work with industry and business to enable future teachers to learn
    about the role of science, mathematics, and technology in the
    workplace.

-   Work with four-year colleges and universities and the schools to
    provide early field experiences for students.

    ***In-Service Activities***

    From the college faculty point of view, in-service and pre-service
    activities are closely linked. Two-year colleges, with their
    presence in many communities, are a natural resource for delivering
    professional development for preK-12 teachers. Two-year college
    faculty are well versed in working with adult learners and are well
    positioned to take leadership roles in providing and supporting
    these in-service activities. A by-product of participation by
    two-year college faculty in in-service activities is an increased
    appreciation of the value of standards-based instruction that may be
    reflected in improvements to their own college courses. In
    particular, participation in in-service teacher training may
    generate faculty involvement and interest in the recruitment and
    preparation of prospective teachers at two-year colleges.

    **Two-year colleges should:**

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-   View the provision and support of strong SMET in-service programs
    for current preK-12 teachers as an area of high priority.

-   Offer continuing education programs for teachers as a regular
    component of workforce training initiatives to meet the needs of
    school districts.

-   Work collaboratively with other providers of professional
    development opportunities to offer a rich overall continuing
    education program in all SMET areas.

-   Recognize that, in many rural areas, the two-year college must serve
    as the primary provider of continuing education opportunities and,
    in conjunction with area school systems and four-year institutions,
    develop a comprehensive in-service SMET program.

-   Design SMET professional development activities that foster
    utilization of research-based and standards-based pedagogy.

    **Professional associations should:**

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-   Seek adequate funding for mutually beneficial partnerships among
    two-year colleges, preK-12 schools and other contributors to SMET
    teacher professional development.

-   Create SMET programs that simultaneously address the continuing
    professional development needs of faculty from preK-12 schools,
    two-year colleges, and four-year institutions.

    **Two-year college administrators should:**

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-   Support professional development opportunities in SMET such as team
    teaching, teacher exchanges, sabbatical assignments, and peer
    observation among faculty from preK-12 schools, two-year colleges,
    and four-year institutions.

-   Provide incentives for the professional growth and development of
    all faculty who participate in the science, mathematics, and
    technology preparation of prospective preK-12 teachers.

-   Establish expectations that all faculty who participate in the
    science, mathematics, and technology preparation of prospective
    preK-12 teachers be involved in ongoing professional growth and
    development activities.

LIAISONS BETWEEN TWO-YEAR COLLEGES AND FOUR-YEAR INSTITUTIONS

Traditionally the preparation of teachers of science and mathematics has
been viewed as the exclusive purview of four-year institutions. Because
a large percentage of prospective preK-12 teachers begin their education
in two-year colleges, two- and four-year colleges must work
collaboratively in the science, mathematics, and technology preparation
of future teachers. Not only do students at two-year colleges transfer
to four-year institutions to complete their education training and
certification, but faculty at two-year colleges are themselves the
product of the four-year institutions. Although two- and four-year
colleges have different overall missions, in the area of science and
mathematics teacher preparation, they must share a common goal to
prepare preK-12 teachers who are well trained, qualified, and motivated.
To reduce barriers that hinder smooth transition of prospective
teachers, colleges and universities need to improve transfer programs,
partnerships, and professional development opportunities.

Two- and four-year colleges and universities should:

-   Work together to develop two-year college SMET programs that provide
    seamless transition to teacher preparation programs at four-year
    institutions.

-   Coordinate student advising for prospective teachers between
    two-year and four-year institutions concerning the transfer of
    courses, financial support, and program requirements.

-   Eliminate the barriers of course transferability by articulating
    transfer agreements between two-year colleges and four-year
    institutions that are mutually established through open
    communication concerning specific course content and expectations.

-   Reduce the cultural barriers and misconceptions between two-year
    colleges and four-year institutions by encouraging the exchange of
    faculty and facilitating SMET topical workshops.

-   Support transition of students through the personal involvement of
    SMET faculty at two-year and four-year institutions.

-   Work collaboratively to ensure that two-year colleges and four-year
    institutions are both represented as preK-16 SMET educational policy
    is formulated.

-   Increase the number of partnerships between two-year colleges and
    four-year institutions focusing on joint SMET program development
    and dissemination.

-   Promote joint professional education activities involving student
    groups between two-year colleges and four-year institutions.

-   Work with local school systems and state policy officials to
    establish stronger teacher certification standards.

-   Develop collaboratively a teaching track for M.S. and Ph.D. SMET
    students whose career goal is to teach at two-year colleges.

-   Increase sustainable joint SMET professional development
    opportunities (co-teaching, teacher exchange, and others) by preK-12
    institutions and two- and four-year colleges for full-time and
    adjunct faculty.

-   Encourage partnerships that jointly address major public issues
    facing SMET educational policy and practice (e.g., adoption of
    standards, approaches to teaching practices and content, mandatory
    program requirements, expectations of students' skills and
    knowledge, appropriate role of technology in SMET teacher
    preparation, and roles of teaching assistants and adjunct faculty in
    preK-12 SMET teacher preparation.)

***CONNECTIONS WITH BUSINESS, INDUSTRY, AND PROFESSIONAL SOCIETIES***

Two-year colleges contribute significantly to the economic health and
vitality of the cities or regions in which they are located. As a
result, groups or organizations that have a stake in the success of
students at two-year colleges can have great influence on two-year
college programs. These include SMET professional societies at local,
regional, state, and national levels as well as business and industry,
other professional societies, parents, informal education agencies,
museums, legislative bodies, and accrediting agencies. Awareness by
these communities of the contributions of two-year colleges in the
science, mathematics, and technology preparation of prospective teachers
is vital. Two-year colleges should convene forums on their campuses with
representatives from state legislatures, members of the preK-12 and
higher education communities, and business and industry to discuss
issues of SMET teacher preparation.

**Business and industry should:**

-   Provide internships and other opportunities to enable future
    teachers and teacher educators to learn about the role of science,
    mathematics, and technology in the workplace.

-   Communicate clearly to future teachers' expectations about the
    desired characteristics of potential employees.

-   Provide scholarships for students and support for equipping
    laboratories and enhancing technology.

-   Engage professionals in the community to provide students and
    faculty in two-year colleges with information and perspective about
    how science, mathematics, and technology are applicable to teaching
    and other career tracks.

    **SMET Professional Societies should:**

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-   Highlight the roles of two-year colleges in the science and
    mathematics preparation of future teachers.

-   Seek students from two-year colleges for membership and welcome as
    members students who wish to pursue careers as teachers.

-   Promote opportunities for full participation of prospective SMET
    teachers at professional meetings.

-   Establish student chapters on two-year college campuses.

-   Recruit faculty from two-year colleges to join and assume leadership
    roles.

-   Publicize efforts by two-year colleges in teacher preparation
    through various media and to a variety of targeted audiences.

###### *A CALL FOR ACTION*

The science, mathematics, and technology preparation of the next
generation of elementary and secondary schoolteachers is a critical
national concern. Every two-year college in the country has the
opportunity and responsibility to address this challenge. This
leadership conference calls upon the nation's two-year colleges to make
teacher preparation in SMET a major priority. This requires assessment
by each college of its priority and current practices and full
commitment on the part of all sectors of the two-year college
community---presidents, trustees, faculty, and students---and
collaborations with all pertinent education and community sectors.

Participants in this workshop developed a comprehensive set of detailed
recommendations concerning the role of two-year colleges:

-   **Two-year colleges should actively recruit prospective teachers
    from the areas that the two-year colleges serve.** Two-year colleges
    are uniquely placed to participate in recruiting the numbers of
    teachers that are needed nationally and, in particular, to recruit
    future teachers who can best understand the needs of the communities
    that the colleges serve.

-   **Two-year colleges should demonstrate leadership in strengthening
    the undergraduate mathematics, science, and technology courses taken
    by prospective teachers at both two- and four-year colleges.**
    Two-year college faculty specialize in the development and teaching
    of freshman and sophomore courses and are therefore in a pivotal
    position to provide national leadership in this area.

-   **Two-year colleges should provide rich and varied pre-teaching
    experiences in SMET for their students.** Students beginning their
    undergraduate work need pre-teaching opportunities including
    mentoring and tutoring preK-12 students and serving as instructor
    aides in a variety of elementary, secondary and college settings.
    The activities can help students confirm their interest in teaching
    mathematics and science by involvement in pre-teaching experiences
    that foster creativity, curiosity, and inquiry.

-   **Two-year colleges should provide in-service SMET courses and
    experiences for current teachers**. Providing continuing education
    in science, mathematics, and technology is particularly important
    for two-year colleges located in large urban areas with specific
    needs. In many rural areas, the two-year college must serve as the
    primary provider of comprehensive in-service programs, developed in
    conjunction with local school systems.

    Conference participants also recognized that activities by two-year
    colleges related to teacher preparation must be undertaken in
    conjunction with four-year institutions and others involved in the
    science, mathematics, and technology preparation of prospective
    teachers.

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-   **Two-year college efforts in the preparation of teachers must take
    place in close coordination with four-year institutions**. Careful
    attention must be paid to articulation agreements and clear policies
    must be developed concerning transfer, joint advising, and
    joint-registration.

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-   **Two-year colleges and four-year institutions must collaborate to
    strengthen and align science, mathematics, and technology courses
    for prospective teachers**, to establish student transfer
    agreements, and to provide mutual support for one another's role in
    teacher education.

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```
-   **Two-year colleges must become full partners in all discussions
    about the SMET preparation of future teachers**. Fully engaging
    two-year colleges in the preparation of teachers will require
    liaisons with business and industry, professional societies, state
    legislatures, and statewide and national policy boards.

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```
-   **Faculty in two- and four-year colleges and universities should
    establish cooperative ventures affecting teacher preparation
    activities.** A dialogue between faculty should be established among
    two-year colleges, four-year college and university science and
    mathematics departments, and colleges of education.

It is the expectation of conference participants that the above
recommendations will lead to action. Conference participants,
professional societies, and other national leaders designed to highlight
the role of the two-year college in teacher preparation are already
accomplishing much; however, further efforts must also take place
nationally.

-   **The need for more information was highlighted.** Conference
    participants recognized as a high priority the need for more
    detailed information concerning the role of two-year colleges in the
    SMET preparation of teachers. In particular, data should be
    collected on a national level to determine what percentage of new
    teachers studied mathematics and science education at two-year
    colleges and the extent of the studies.

-   **Effective partnerships are needed involving many groups.**
    Two-year colleges should work with the American Association of
    Colleges for Teacher Education (AACTE), the Holmes Partnership, and
    others, to facilitate understanding and recognition of the role of
    two-year colleges in teacher preparation.

-   **External support is needed to initiate change.** Financial support
    from federal, state, corporate, and foundation sources is necessary
    for full implementation of these recommendations.

    ***ACTIONS TAKEN AS A RESULT OF WORKSHOP***

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-   Two-year college presidents, deans, and other administrators
    returned from the conference and committed their institutions and
    systems to an increased focus on the preparation of SMET teachers.

-   The American Association of Community Colleges (AACC) is sending
    letters to all two-year colleges announcing the recommendations of
    this conference. The communication includes testimonials from
    presidents at the colleges recognized at this conference, indicating
    the impact that teacher preparation initiatives have had on their
    institutions.

-   The American Mathematical Association of Two-Year Colleges (AMATYC),
    through the Teacher Preparation Subcommittee of its
    Program/Curriculum Issues Committee, is referring the
    recommendations to the AMATYC membership for action. AMATYC has
    included in its next conference program sessions featuring the
    teacher preparation activities of the colleges recognized at this
    conference. Recent AMATYC newsletter articles have addressed the
    conference activities.

-   The American Association of Physics Teachers, through its Two-Year
    College in the Twenty-First Century (TYC21) program, has formed a
    national alliance of fifteen regional networks. A special "Bridges"
    session at the 1998 summer TYC21 conference addressed bridging
    activities concerning the training of prospective precollege
    teachers and showcased many of the exemplary activities.

-   The Virginia Mathematics and Science Coalition in conjunction with
    the National Association of Statewide Science and Mathematics
    Coalitions (NASSMC) has agreed to devote a special issue of *The
    Journal of Mathematics and Science: Collaborative Explorations*, to
    the conference and reports of the work of the eleven exemplary
    activities.

-   The League for Innovation in the Community College has invited
    members of the Conference Steering Committee to submit a Leadership
    Abstract on the role of two-year colleges in preK-12 teacher
    preparation.

-   The Mathematical Association of America (MAA) has highlighted the
    work of the conference and the role of two-year colleges through a
    feature article in FOCUS: "Enlisting Two-Year Colleges in Educating
    Mathematics Educators."

-   Recruiting New Teachers, Inc. is conducting a study of community
    college programs that both encourage and enable prospective teachers
    to complete the baccalaureate degree and link to teacher
    preparation.

    ***Actions in Progress: Activities Highlighted at Conference***

    In March 1998 at the conference ***The Integral Role of the Two-Year
    College in the Science and Mathematics Preparation of Prospective
    Teachers***, NSF's Division of Undergraduate Education in the
    Directorate for Education and Human Resources recognized eleven
    two-year colleges for their exemplary activities in the area of
    teacher preparation. These colleges were selected by the Steering
    Committee from among thirty-seven nominations from across the
    nation. Characteristics of these projects include: active
    recruitment of prospective teachers; the offering of pre-teaching
    experiences for prospective teachers; introductory science and
    mathematics courses strong in content and pedagogy; and many and
    varied liaisons with local colleges, universities, and school
    systems. For more information about these projects, see the October
    1998 special issue of *The Journal of Mathematics and Science:
    Collaborative Explorations, Volume 1, Number 2*. Copies can be
    obtained by writing: Journal of Mathematics and Science
    Collaborative Explorations, Virginia Mathematics and Science
    Coalition, Richmond, Virginia 23284-2014.

######## Austin Community College,

######## Austin, Texas

***Learning to Understand: The Mathematical Preparation of Prospective
Teachers***

**Mary Hannigan and Vera Preston**

Austin Community College faculty have collaborated with university
faculty to develop a two-course sequence in mathematics content that
prepares prospective elementary teachers to teach mathematics with a
deep understanding of concepts. As a result of taking these courses,
students accept responsibility for their own learning, have increased
self-confidence, and show enthusiasm for mathematics. Components of
these courses include:

-   a safe environment in which students become independent learners;

-   written communication as an integral part of the course; and

-   students who increase their conceptual understanding.

    **Borough of Manhattan Community College**

    **City University of New York, New York**

    ***The Integral Role of Borough of Manhattan Community College in
    the Mathematics Preparation of Prospective Teachers***

    **June Gaston and Barbara Ann Lawrence**

    At Borough of Manhattan Community College, high quality teacher
    preparation is promoted through mathematics coursework built upon
    recommendations of the National Council of Teachers of Mathematics
    and the American Mathematical Association of Two-Year Colleges
    (AMATYC). Over 1,000 students are enrolled in the Early Childhood
    Education Program, with approximately 300 new students annually
    selecting this area of concentration. Features of teacher
    preparation activities at the Borough of Manhattan Community College
    include:

-   enriching pre-teaching experiences;

-   collaborating with four-year institutions in teacher preparation
    efforts;

-   teaching students how to use technology in future courses; and

-   attracting minorities into teacher preparation for New York City.

######### College of San Mateo, 

######### San Mateo, California

***The College of San Mateo and the Bay Area Collaborative for
Excellence in Teacher Preparation***

**Carlene Tonini**

> Through the MASTEP project (Mathematics and Science Teacher Education
> Program), the College of San Mateo has joined with nearby
> universities, other community colleges, selected preK-12 schools, and
> a number of informal educational institutions and local industries to
> improve teacher preparation. The College of San Mateo plays a major
> role in identifying and supporting future teachers and providing these
> students with courses that are models of effective teaching. Teacher
> preparation activities at the College of San Mateo include:

-   recruitment of future mathematics and science teachers through an
    active future teacher club;

-   tutoring, mentoring and advising though the activities of an
    integrated science center; and

-   significant involvement of science and mathematics faculty in
    curriculum reform.

    **Community College of Philadelphia**

    **Philadelphia, Pennsylvania**

######### Educating Teachers for a Changing World

**Kerri L. Armstrong and Karl Liljedahl**

> Through a partnership with Temple University and the Philadelphia
> School System supported by an NSF Collaborative for Excellence in
> Teacher Preparation grant, the Community College of Philadelphia has
> created a model for preK-12 teacher education which integrates new
> inquiry-intensive and technology-based pedagogy with mathematics and
> science core content courses. Features of newly created and
> implemented science and mathematics courses are:

-   emphasis on a learning paradigm rather than a teaching paradigm;

-   a focus on the learner and the learning environment;

-   high expectations for student success; and

-   individual and collaborative inquiry in an environment which expects
    and demands critical thinking.

    **Delaware Technical & Community College**

    **Wilmington, Delaware**

######### Preservice Teacher Education: Alive and Well at Two-Year Colleges

**Valerie Bergeron and Ruth Collins**

> Delaware Technical & Community College is one of the three
> state-supported institutions of higher education in Delaware. As a
> result of collaboration among the three institutions and with NSF
> support, preservice teacher education at all three institutions has
> been transformed. The words "collaboration," "creativity,"
> "communication," and "change" only begin to describe the activities
> which have occurred.

For example, extensive projects were introduced into eight courses in
biology, chemistry, and physical science. The preservice mathematics
courses at Delaware Technical & Community College have become "hands-on"
and "minds-on." Student response to the work at all schools has been
consistently positive.

**Grand Rapids Community College**

**Grand Rapids, Michigan**

***Accepting the Challenges: The Emerging Role of Grand Rapids Community
College in the Preparation of New Teachers***

**Jim Chesla and Joseph Hesse**

In 1992, Grand Rapids Community College was one of six community
colleges invited to participate in an NSF initiative to improve science
and mathematics teaching within the state of Michigan. In response to
this challenge, Grand Rapids Community College has:

-   designed a new course in Physical Science for future teachers;

-   created the Grand Rapids Community College Teacher Education Pathway
    and the Grand Rapids Community College Teacher Education Center; and

-   formed a local alliance with Grand Rapids Public Schools and Grand
    Valley State University for the purpose of recruiting and supporting
    minorities in mathematics and science teaching.

    **Green River Community College**

    **Auburn, Washington**

######### Teachers of Tomorrow Program

**Steve Kinholt and Marvin Nelson**

About five years ago, Green River Community College began offering
tutoring services by students interested in becoming teachers to a few
local elementary schools. Current planning includes efforts with local
school systems and universities to provide a seamless transition through
the students' educational experience. Green River Community College is
contributing to systemic change in the preparation of future science and
mathematics teachers in the Northwest. The program includes:

-   two courses: Mathematics for Elementary Teachers and Introduction to
    Education;

-   a club for students wishing to enter the teaching profession; and

-   elementary and secondary and peer tutoring programs as an integral
    part of the students' experience.

    **Henry Ford Community College**

    **Dearborn, Michigan**

    ***Pre-Education Programs: A Comprehensive Project at Henry Ford
    Community College***

    **Larry Smyrski and Deborah Zopf**

    Henry Ford Community College has initiated a comprehensive project
    to develop a structured teacher education program. The redesigned
    Mathematics for Elementary Teachers course reflects the State of
    Michigan Frameworks for Mathematics Content (K-8) and the NCTM
    Standards. As a result of these reforms, Henry Ford Community
    College has experienced a dramatic increase in pre-education majors
    from 354 students in 1994 to 697 in 1997. The project has five
    central components:

-   creation of a pre-elementary education program;

-   development of pre-secondary and pre-special education programs;

-   creation of courses specific to the programs;

-   redesign of Educational Psychology and Mathematics for Elementary
    Teachers courses; and

-   institution of articulated transfer agreements as a result of
    collaboration with neighboring universities.

    **J. Sargeant Reynolds Community College**

    **Richmond, Virginia**

    Collaborative Efforts to Enhance and Strengthen Teacher Training in
    Mathematics and Science

    **Donna Jovanovich and Gwen Turbeville**

    With NSF support, J. Sargeant Reynolds Community College is engaged
    in active collaborations with Virginia Commonwealth University and
    other area two- and four-year colleges and universities and local
    school districts. Benefits of these collaborations extend to
    Reynolds students, to its pre-service teachers, to local preK-12
    teachers, as well as to faculty by opening dialogue and enabling
    faculty to explore and fine tune new teaching techniques. Newly
    developed courses and institutes model best practices in teaching,
    assessment techniques, and use of appropriate technology, and
    promote a standards-based approach considering the Virginia
    Standards of Learning and the NCTM and AMATYC Standards. The fruits
    of these collaborations include:

-   a team-taught statistical thinking course;

-   a contemporary mathematics course for liberal arts students and
    students who are prospective teachers;

-   an interdisciplinary museum-based science course based on a
    student-centered, investigative approach to learning science; and

-   Eisenhower institutes for in-service teachers on graphing
    calculator-enhanced teaching and geometry.

    **Tulsa Community College**

    **Tulsa, Oklahoma**

    ***Parateacher Training Program*** and ***The Integral Role of Tulsa
    Community College in the Mathematics and Science Preparation of
    Prospective Teachers***

    **Carla Goble and Carla Thompson**

    Since 1987, Tulsa Community College has hosted many events,
    activities, and programs aimed at the recruitment and preparation of
    preservice teachers. Partial support for such efforts has come from
    participation in the Oklahoma Teacher Collaborative (O-TEC), funded
    by the National Science Foundation. The Parateacher Program in
    particular is an innovative pathway for underserved and
    non-traditional populations to enter science and mathematics
    teaching. Upon completion of training, parateachers are prepared to
    become contributing members of the teaching team led by a Bachelor's
    or Master's level classroom teacher. Components of these programs
    include:

-   recruitment and emphasis on underrepresented groups;

-   parateacher associate degree/certification program;

-   preservice and inservice preparation;

-   state and federal grants for summer teacher institutes; and

-   workshops, seminars, and other activities.

    **William Rainey Harper College**

    **Palatine, Illinois**

    ***Classroom Teachers' Use of Research to Effect Change in
    Pre-Service Elementary Teachers***

    **Mercedes McGowen and Nancy Vrooman**

    William Rainey Harper College has incorporated activities that
    utilize current mathematics education research articles and videos
    into the preservice content course, with these outcomes:

-   broadening and deepening preservice teachers' understanding of the
    complexities of teaching and learning;

-   encouraging students to develop reflective practices; and

-   exposing students to the scholarship of teaching.

    The use of the articles and videos brings benefits to the preservice
    elementary teachers by providing experiences that:

-   effect changes in their attitudes about mathematics;

-   challenge their pre-conceived ideas about what they themselves and
    elementary students are capable of learning;

-   engage the preservice teachers in professional practices that inform
    a variety of perspectives about teaching; and

-   enable the students to re-examine their own mathematics learning.

***References***

American Association of Community Colleges. 1997. *National Profile of
Community Colleges: Trends & Statistics, 1997-98.* Kent A. Phillippe,
ed. Washington DC: Community College Press.

American Mathematical Association of Two Year Colleges. 1995.
*Crossroads in Mathematics: Standards for Introductory College
Mathematics Before Calculus*. Don Cohen, ed. Memphis, TN.

Eubanks, Segun C.. 1996. *The Urban Teacher Challenge: A Report on
Teacher Recruitment and Demand in Selected Greater City Schools*. A
report prepared for the Urban Teacher Collaborative. Belmont, MA:
Recruiting New Teachers, Inc..

Haver, W.E., and R.F. Watson. 1997. A Not So New Challenge for Community
Colleges: Teacher Education. *Community College Journal* 68, No 2:
32-34.

Martin, Michael O., I.V.S. Mullis, A.E. Beaton, E.I. Gonzalez, T.A.
Smith, and D. L. Kelly. 1997. *Science Achievement in the Primary School
Years: IEA's Third International Mathematics and Science Study.* Boston,
MA: Center for the Study of Testing, Evaluation, and Educational Policy,
Boston College.

Mullis, Ina V.S., M.O. Martin, A.E. Beaton, E.J. Gonzalez, D.L. Kelly,
and T.A. Smith. 1998. *Mathematics and Science Achievement in the Final
Years of Secondary School: IEA's Third International Mathematics and
Science Study*. Boston, MA: Center for the Study of Testing, Evaluation,
and Educational Policy, Boston College.

\-\-\-\-\-\--. 1997. *Mathematics Achievement in the Primary School
Years: IEA's Third International Mathematics and Science Study.* Boston,
MA: Center for the Study of Testing, Evaluation, and Educational Policy,
Boston College.

National Commission on Teaching & America's Future. 1996. *What Matters
Most: Teaching for*

*America's Future*. New York, NY.

\-\-\-\-\-\-\--. 1997. *Doing What Matters Most: Investing in Quality
Teaching*. New York, NY: Author.

National Science Foundation. 1996. *Shaping the Future: New Expectations
for Undergraduate Education in Science, Mathematics, Engineering and
Technology*. NSF 96-139. Arlington, VA.

\-\-\-\-\-\-\--. 1993 *Gaining the Competitive Edge*. NSF 94-32.
Arlington, VA.

U.S. Department of Education, National Center for Education Statistics.
1996. *Pursuing Excellence: A Study of U.S. Eighth-Grade Mathematics and
Science Teaching, Learning, Curriculum, and Achievement in International
Context.* NCES 97-198. Washington DC: U.S. Government Printing Office.

# 

# Participants

***Investing in Tomorrow's Teachers:* *The Integral Role of the Two Year
College in the Science and Mathematics Preparation of Prospective
Teachers***

**March 12 - 14, 1998**

**Washington, D.C.**

## **Kerri Armstrong**

Department of Biology

Community College of Philadelphia

1700 Spring Garden Street

Philadelphia, PA 19130

215-751-8559

## **Kathleen Bavelas**

Department of Mathematics

Manchester Community-

Technical College

Mathematics Department

60 Bidwell Rd, MS 29

Manchester, CT 06045

860-647-6185

## **Peggy Blackwell**

Professor and Dean Emeritus

College of Education

University of New Mexico

Albuquerque, NM 87131

505-277-3883

## **Richelle "Rikki" Blair**

Department of Mathematics

Lakeland Community College

7700 Clocktower Drive

Kirtland, OH 44094

440-953-7341

**\* Spencer Benson**

Department of Biology

University of Maryland

Department of Microbiology

College Park, MD 20742

301-405-5478

**Valerie Bergeron**

Department of Chemistry

Delaware Technical &

Community College

333 Shipley Street

Wilmington, DE 19801

302-657-5170

**\* George Boggs**

President

Palomar College

1140 West Mission College

San Marcos, CA 92069-1487

760-744-5359

**\*\* Sadie Bragg**

Vice President of Academic Affairs

Borough of Manhattan

Community College

199 Chambers Street

New York, NY 10007

## **212-346-8820**

## 

## **S.A. "Bud" Burnette**

President

J. Sargeant Reynolds

Community College

P.O. Box 85622

Richmond, VA 23285-5622

804-371-3200

**\* Rodger Bybee**

Executive Director

Center for Science, Mathematics

and Engineering Education

National Research Council

2101 Constitution Ave, NW

HA450

Washington, DC 20418

202-334-2353

## **Richard "Dick" Calkins**

President

Grand Rapids Community College

143 Bostwick Ave, NE

Grand Rapids, MI 49503

616-771-3902

## **Jon A. Celesia**

Department of Physics

College of San Mateo

1700 W. Hillsdale Blvd.

San Mateo, CA 94402

650-574-6624

**Jim Chesla**

Department of Mathematics

Grand Rapids Community College

143 Bostwick, NE

Grand Rapids, MI 49503

616-771-4273

## **Ruth Collins**

Department of Mathematics

Delaware Technical &

Community College

333 Shipley Street, Rm 329

Wilmington, DE 19801

302-571-5335

## **Nancy Devino**

National Research Council

Center for Science, Mathematics and Engineering Education HA450

2101 Constitution Ave, NW

Washington, DC 20418

202-334-1548

## **Marvin Druger**

American Association for the Advancement of Science

Chair, Department of Science Teaching

Syracuse University

108 College Place

Syracuse, NY 13244

315-443-3820

**\# Jason Edington**

Phi Theta Kappa

Saddleback College

28000 Marguerite Parkway

Mission Viejo, CA 92692

714-582‑4500

**Diane U. Eisenberg**

Project Coordinator

Improving Science and Technology at Community Colleges

Phi Theta Kappa Honor Society

Eisenberg Associates

8872 Woodland Drive

Silver Spring, MD 20910

301-562-9260

**+ Reuben Farley**

Department of Mathematical Sciences

Director, Virginia Collaborative for Excellence in Preparation of
Teachers

Virginia Commonwealth University

P.O. Box 842014

Richmond, VA 23284-2014

804-828-1301 x 121

## **Joan Ferrini-Mundy**

Director Mathematical Science Education Board

Center for Science, Mathematics and Engineering Education

National Research Council

2101 Constitution Ave, NW

Washington, DC 20418

202-334-3294

**Elizabeth Fideler**

Vice President, Policy and Research

Recruiting New Teachers Inc.

385 Concord Ave, Suite 103

Belmont, MA 02178

617-489-6000

## **Susan Forman**

Department of Mathematics

Bronx Community College

West 181^st^ Street and University Avenue

Bronx, NY 10453

718 289-5372

## **Larry Flick**

Association for the Education of Teachers in Science

Department of Science and Mathematics Education

Oregon State University

Weniger 263

Corvallis, OR 97331-6508

541-737-3664

## **+ Sherman Frye**

Department of Physics

Northern Virginia Community College, Annandale Campus

8333 Little River Turnpike

Annandale, VA 22003

703-323-3878

**Sol Garfunkel**

Executive Director

COMAP

57 Bedford St. Suite 210

Lexington, MA 02173

781-862-7878 x 21

## **June Gaston**

Department of Mathematics

Borough of Manhattan Community College

199 Chambers Street

New York, NY 10007

212-346-8541

## **Jim Gates**

Executive Director Emeritus

National Council of Teachers of Mathematics

Mathematical Sciences Education Board

2101 Constitution Avenue, NW

HA 450

Washington, DC 20418

202-334-3294

## **Patsy Ann Giese**

Teacher Education Council of State Colleges and Universities

Department of Education

Slippery Rock University

McKay Education Building

Slippery Rock, PA 16057

724-738-2317

## **Carla Goble**

Coordinator Child Development Academic Program

Tulsa Community College

7505 West 41^st^ Street

Tulsa, OK 74107

918-595-8199

## **Beth Gross**

Recruiting New Teachers Inc.

385 Concord Ave, Suite 103

Belmont, MA 02178

617-489-6000

## **Mary Hannigan**

Department of Mathematics

Austin Community College

1212 Rio Grande

Austin, TX 78701

512-223-3294

**+ Elsie Harris**

Department of Mathematics

Tidewater Community College, Virginia Beach Campus

1700 College Crescent

Virginia Beach, VA 23456

757-321-7177

**+ Bill Haver**

Department of Mathematical Sciences

Virginia Commonwealth University

P.O. Box 842014

Richmond, VA 23284-2014

804-828-1301 x 123

## **Warren Hein**

Associate Executive Officer

American Association of

Physics Teachers

One Physics Ellipse

College Park, MD 20740

301-207-3323

## **Joe Hesse**

Department of Chemistry

Grand Rapids

Community College

143 Bostwick NE

Grand Rapids, MI 49503

616-771-4259

## **Fred Johnson**

President

National Science Teachers Association

Assistant Superintendent for Instructional Services

Shelby County Schools

160 South Hollywood

Memphis, TN 28112

901-321-2527

## **Donna Jovanovich**

Department of Mathematics

J. Sargeant Reynolds Community College

P.O. Box 85622

Richmond, VA 23285-5622

804-371-3481

**\* Judy Kasabian**

Department of Mathematics

El Camino College

16007 Crenshaw Blvd

Torrance, CA 90506-0001

310-660-3218

## **Steve Kinholt**

Department of Mathematics

Green River Community College

12401 SE 320^th^ Street

Auburn, WA 98092

253-833-9111 x 4354

## **Larry D. Kirkpatrick**

Department of Physics

Montana State University

MSU Bozeman

Physics EP 203

Bozeman, MT 59717

406-994-6182

## **\* Jay Labov**

Principal Program Officer

Division on Postsecondary Policy and Practice

Center for Science, Mathematics and Engineering Education

National Research Council

2101 Constitution Ave, HA450

Washington, DC 20418

202-334-1458

## **Carole LaCampagne**

Office of Educational Research and Improvement

U.S. Department of Education

555 New Jersey Ave, NW

Washington, DC 20208

202-219-2064

## **Peter Landsberger**

President

College of San Mateo

1700 West Hillsdale Blvd.

San Mateo, CA 94402

## **Barbara Ann Lawrence**

Professor of Mathematics

Borough of Manhattan Community College

199 Chambers Street

New York, NY 10007

212-346-8530

**Frances H. Leach**

Dean of Instruction

Delaware Technical &

Community College

333 Shipley Street

Wilmington, DE 19801

302-571-5376

## **Karl Lilijdahl** 

Department of Biology

Community College of Philadelphia

1700 Spring Garden Street

Philadelphia, PA 19130

215-751-8989

## **Linda Lloyd**

Chair of Elementary Education Department

Ricks College

Smith Building, #294C

Rexburg, ID 83460

208-356-1357

## **Andrew A. Mazzara**

President

Henry Ford Community College

5101 Evergreen Road

Dearborn, MI 48128

313-845-9650

## **Mercedes McGowen**

Department of Mathematics

William Rainey Harper College

1200 W. Algonquin Road

Palatine, IL 60067

847-925-6526

## **+ Alan McLeod**

Division Head, Teacher Education

School of Education

Virginia Commonwealth University

P.O. Box 842020

Richmond, VA 23284-2020

804-828-1305

## **Gerald "Jerry" Meyerhoeffer**

President

College of Southern Idaho

315 Falls Avenue

P.O. Box 1238

Twin Falls, ID 83303

208-733-9554 x 2200

**Cindy Miles**

Director, Information Technology Initiative

League for Innovation in the Community College

26522 La Alameda,

Suite 370

Mission Viejo, CA 92691

714-367-2884 x 105

## **Lawrence Miller**

Vice President/Campus Director

Delaware Technical &

Community College

333 Shipley Street

Wilmington, DE 19801

302-573-5470

**\# Sarah Miller**

Phi Theta Kappa

Sparks State Technical College

P.O. Drawer 580

Eufaula, AL 36072‑0580

334-687‑3543

**\# Lori Mitchell**

Phi Theta Kappa

Southwestern Community College

1501 West Townline

Creston, IA 50801

515-782‑7081

### **\* Mary Beth Monroe**

Department of Physics

Southwest Texas

Junior College

2401 Garner Field Road

Uvalde, TX 78801

830-591-7224

**+ Roland Moore**

Division Chair - Arts and Science Division

J. Sargeant Reynolds

Community College DTC

P.O. Box 85622

Richmond, VA 23285-5622

804-786-7374

## **Terri Nally**

Head, Department of Higher Education

American Chemical Society

1155 Sixteenth Street, NW

Washington, DC 20036

202-872-4587

**++ Deborah Neely-Fisher**

Department of Biology

J. Sargeant Reynolds

Community College DTC

Arts and Science Division

P.O. Box 85622

Richmond, VA 23285-5622

804-786-1879

## **Marvin Nelson**

Department of Physics

Green River Community College

12401 SE 320^th^ Street

Auburn, WA 98092

253-833-9111 x 4351

## **Arnold Oliver**

Chancellor

Virginia Community College System

101 N. 14^th^ Street

James Monroe Building, 15^th^ fl

Richmond, VA 23219

804-225-2118

## **Ardash Ozsogomonyan**

Dean- Mathematics and Science Division

College of San Mateo

1700 W. Hillsdale Blvd.

San Mateo, CA 94402

650-574-6268

## **Wayne Packwood**

Math Chair- Stephen F. Austin High School

1715 West Cesar Chavez

Austin, TX 78703

512-414-2505

## **\* Jim Palmer**

Department of Educational Administration and Foundation

Illinois State University

323 DeGarmo Hall

Normal, IL 61790-5900

309-438-2041

## **Jim Paolini**

Science Education Program

San Jose State University

One Washington Square

San Jose, CA 95192

408-924-4835

**Antonio Perez**

President

Borough of Manhattan Community College

199 Chambers Street

New York, NY 10007

212-346-8800

**\* David Pierce**

President and CEO

American Association of Community Colleges

One Dupont Circle, NW

Suite 410

Washington, DC 20036-1176

202-728-0200 x 238

## **Robert Pope**

Department of Biology

Miami-Dade Community College

Kendall Campus

Miami, FL 33176

305-237-2429

## **Vera Preston**

Department of Mathematics

Austin Community College

2001 Delvin Lane

Austin, TX 78728-6830

512-252-8990

## **Monica Ramirez**

Chair, Science Department

Aims Community College

Math/Natural and Applied Science Division

P.O. Box 69

Greeley, CO 80632

970-330-8008 x 6310

**\* Rod Risley**

Executive Director

Phi Theta Kappa International Honor Society

1625 Eastover Drive

Jackson, MS 39211

601-957-2241

## **Sandra Robinson**

The Holmes Partnership

Dean - College of Education

University of Central Florida

P.O. Box 161992

Orlando, FL 32816

407-823-5529

**Stephen B. Rodi**

Dean- Mathematics and Science

Austin Community College

5930 Middle Fiskville Rd.

Austin, TX 78752

512-223-3300

## **Ronald C. Rosier**

Conference Board of the Mathematical Sciences

1529 Eighteenth St NW

Washington, DC 20036

202-293-1170

## **Richard Rutkowski**

President

Green River Community College

12401 SE 320^th^ Street

Auburn, WA 98092

253-288-3340

## **\* Karen Sharp**

Department of Mathematics

Charles S. Mott Community College

1401 E. Court Street

Flint, MI 48503

810-232-3980

## **Larry Smyrski**

Department of Mathematics

Henry Ford

Community College

5101 Evergreen Road

Dearborn, MI 48128-1495

313-845-6388

## **Lynn A. Steen**

Department of Mathematics

St. Olaf College

1520 St. Olaf Avenue

Northfield, MN 55057

507-646-3412

## **James H. Stith**

American Institute of Physics

Department of Physics

Ohio State University

174 W. 18^th^ Street

Columbus, OH 43235

614-292-7436

**Linda Swartz**

Teacher- Mills E. Godwin High School

2101 Pump Road

Richmond, VA 23233

804-750-2600

## **Carla Thompson**

Department of Mathematics

Tulsa Community College

3727 East Apache

Tulsa, OK 74115

918-595-7505

## **Michael Tinnesand**

Department Head for K-12 Science

American Chemical Society

1155 16^th^ Street NW

Washington, DC 20036

202-872-4382

## **Carlene Tonini**

MASTEP Campus Coordinator

Department of Biology

College of San Mateo

1700 West Hillsdale

San Mateo, CA 94402

650-574-6250

## **Patricia Traynor**

Dean- Technologies, Mathematics and Sciences

William Rainey Harper College

1200 W. Algonquin Road

Palatine, IL 60067

847-925-6793

## **Gwen Turbeville**

Department of Mathematics

J. Sargeant Reynolds Community College

P.O. Box 85622

Richmond, VA 23285-5622

804-786-6770

## **Dean VanTrease**

President

Tulsa Community College

6111 E. Skelly Dr. #202

Tulsa, OK 74135-6198

918-595-7868

**\# Andrea Vargas**

Phi Theta Kappa

Scottsdale Community College

9000 East Chaparral Road

Scottsdale, AZ 85250‑2699

602 423‑6000

## **Nancy Vrooman**

Department of Mathematics

William Rainey Harper College

1200 West Algonquin Rd

Palatine, IL 60067

847-301-7808

**\# Regena C. Wake**

Phi Theta Kappa

Mineral Area College

P.O. Box 1000

Park Hills, MO 63601

573-431‑4593

**\# Angela B. Walters**

Phi Theta Kappa

University of Alabama at Birmingham

Birmingham, AL 35294‑0104

\(205\) 934‑4011

## **Vivian Lee Ward**

President -National Association of Biology Teachers

Access Excellence@Genentech, Inc.

MailStop #16B

1 DNA Way

San Francisco, CA 94080

650-225-8750

## **Ronald Williams**

Acting President

Community College of Philadelphia

1700 Spring Garden Street

Philadelphia, PA 19130-3991

215-751-8350

## **Anna Wilson**

President - Association of Biology Laboratory Educators

Purdue University

1153 Biochemistry Bldg.

West Lafayette, IN 47907

765-494-1644

**++ Susan S. Wood**

Department of Mathematics

J. Sargeant Reynolds Community College PRC

Engineering and Applied Science

P.O. Box 85622

Richmond, VA 23285-5622

804-371-3027

**\* Jacqueline Woods**

Liaison for Community Colleges

Office of Vocational and Adult Education

U.S. Department of Education

600 Independence Ave SW

MES Building, Rm 4076

Washington, DC 20202

202-205-5451

**\* Vera Zdravkovich**

President for Instruction

Prince Georges Community College

301 Largo Road

Largo, MD 20744-2199

301-322-0406

## **Deborah Zopf**

Coordinator of Pre-Education Programs

Instructor of Mathematics

Henry Ford Community College

5101 Evergreen Road

Dearborn, MI 48128-1495

313-845-6430

## 

## **Conference Leadership**

\*\* Steering Committee Chair

\* Steering Committee Member

++ Coordinating Committee

Co-Chair

\+ Coordinating Committee

Member

\# Student Participant

**Participants from the**

**National Science Foundation**

**4201 Wilson Boulevard**

Arlington, Virginia 22230

## **Office of the Director**

Neal Lane, Director

**Division of Undergraduate**

**Education**

Room 835

703-306-1666

Myles Boylan

Norman Fortenberry, Division Director

Jack Hehn

Joan Prival

Elizabeth Teles

Robert Watson, Division Director (on assignment)

Margaret (Peggie) Weeks

Terry Woodin

**Division of Elementary, Secondary, and Informal Education**

Room 885

703-306-1620

John (Spud) Bradley

Joyce Evans

Tonia Thompson