Orienting STEM Disciplinary Faculty to the MSP Work
STEM disciplinary faculty have been an integral part of the Math and Science Partnership programs' efforts to reform mathematics and science education. Once STEM faculty have been identified for particular MSP roles in deepening teacher/teacher leader content knowledge, it is important that they are oriented and prepared for their work from the start.
Practice-based Insights on Orienting STEM Disciplinary Faculty to the MSP Work
Advice from experienced MSP program leaders offers guidance to those involved in orienting STEM disciplinary faculty to MSP efforts to improve mathematics and science education. Through a systematic process involving an online survey for MSP program leaders and written reflection on insights derived from the online survey by a number of MSP program leaders, MSP-Knowledge Management and Dissemination project staff organized advice into a series of insights. Insights provided by a group of MSP program leaders with diverse backgrounds and experiences in working with STEM disciplinary faculty and teachers included the following ideas:
- Building a solid foundation—Create a shared vision of effective teaching and learning.
- Getting on the same page—Create a shared "theory of action" for deepening teacher/teacher leader content knowledge toward improved teaching and learning.
- Bridging the divide—Ground STEM disciplinary faculty in the world of K-12 education.
- Establishing a collaborative culture—Involve people from different backgrounds in "real work" where collaboration is essential.
- Knowing your audience—Orient STEM faculty to the content knowledge needs of K-12 teachers.
Learn more about practitioner insights on orienting STEM disciplinary faculty to the MSP work
Research on Involving STEM Faculty in Deepening Teacher/Teacher Leader Content Knowledge
Evidence from a targeted search of the empirical literature suggests that involving STEM faculty is an effective approach to deepening teachers' mathematics/science content knowledge. Nine research studies were identified that investigated professional development programs that involved STEM disciplinary faculty in deepening teacher content knowledge. Each of the studies reported positive results on participating teachers' content knowledge.
