Journal article
Partnerships for STEM Education
Science (American Association for the Advancement of Science), Vol.329(5994), pp.906-907
08/20/2010
DOI: 10.1126/science.1191040
PMID: 20724621
Abstract
Schoolteachers and higher-education faculty can benefit one another to improve teaching and student learning.
As leaders in higher education, industry, and government (
1
) bemoan the limited academic success of students in science, technology, engineering, and mathematics (STEM), many practices of academe impede the ability of college and university faculty to address the issues. Consistent with barriers to community-engaged scholarship in general (
2
), STEM faculty engagement in elementary and secondary schools (K–12) can be undermined, for example, by (i) low status accorded to STEM education research and publications, (ii) a zero-sum view of faculty time allocation (e.g., K–12 engagement means time away from work more highly rewarded during promotion, tenure, and merit review), and (iii) bureaucracies that hinder collaboration between STEM faculty and K–12 teachers and administrators (
3
).
Details
- Title: Subtitle
- Partnerships for STEM Education
- Creators
- K. M. Foster - National Science FoundationK. B. Bergin - National Science FoundationA. F. McKenna - National Science FoundationD. L. Millard - National Science FoundationL. C. Perez - National Science FoundationJ. T. Prival - National Science FoundationD. Y. Rainey - National Science FoundationH. M. Sevian - National Science FoundationE. A. VanderPutten - National Science FoundationJ. E. Hamos - National Science Foundation
- Resource Type
- Journal article
- Publication Details
- Science (American Association for the Advancement of Science), Vol.329(5994), pp.906-907
- DOI
- 10.1126/science.1191040
- PMID
- 20724621
- ISSN
- 0036-8075
- eISSN
- 1095-9203
- Language
- English
- Date published
- 08/20/2010
- Academic Unit
- Engineering Administration
- Record Identifier
- 9984460340502771
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