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Faculty Rewards and Structures for STEM Teacher Preparation


This paper addresses the following claim(s):

"Within the narrower focus of one aspect of environmental change, we hypothesize that there are some structures of disciplinary-education faculty appointment that are more conducive to successful roles and recognition than others. We also hypothesize that the success of these role & reward structures will depend on several factors including:

  1. the level of engagement by university leadership in the Promoting Institutional Change to Strengthen Teacher Preparation RETA. TLC teams with sustained engagement by more senior university leadership in this RETA will have more successful rewards structures.

  2. the institutional environment or culture that values STEM teacher preparation and STEM teaching. Institutions that have a history of supporting STEM teacher preparation will have more successful rewards structures - one measure being attainment of external resources (i.e. PhysTEC, UTeach, and Noyce scholarships)."