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Provide any additional comments, exceptions and explanations below:
The overall challenge is individuals do not want to teach. They become anxious regarding the testing and it impacts their self-efficacy, regardless of interventions. Another challenge are the math skills, which students enter the university. Significant numbers of potential majors (those who have declared math as their major) test "into" preparatory courses. This diminishes the pool. In 2014-2015 pilot courses were implemented to "pair" "remedial courses" with the first required math courses. Use a lab model students enrolled in both courses and received consistent assistance. Student learning outcomes were aligned to assess the competencies in the higher level courses. The results of the first cohort will be readine in spring 2015.
Academic year 2015-16
Will your program prepare teachers in mathematics in 2015-16?
Yes
How many prospective teachers does your program plan to add in mathematics in 2015-16?
Provide any additional comments, exceptions and explanations below:
The School of Education and the College of Arts and Sciences will continue to encourage students who pre-medical majors may not be as successful as anticipated. The approach is to demonstrate to students how they can remain engaged in math and science but in a alternative manner. We have also secure a Toyota Scholarship Grant for STEM majors. The first cohort began spring 2015. This grant has significantly increased the sparse numbers of majors in STEM areas.
Each institution of higher education (IHE) that conducts a traditional teacher preparation program (including programs that offer any ongoing professional development programs) or alternative route to state credential program, and that enrolls students receiving Federal assistance under this Act, shall set annual quantifiable goals for increasing the number of prospective teachers trained in teacher shortage areas designated by the Secretary or by the state educational agency, including mathematics, science, special education, and instruction of limited English proficient students. (5205(a)(1)(A)(ii), 5206(a))
Information about teacher shortage areas can be found at http://www2.ed.gov/about/offices/list/ope/pol/tsa.html.
Please provide the information below about your program's goals to increase the number of prospective teachers in science in each of three academic years.
Academic year 2013-14
Did your program prepare teachers in science in 2013-14?
Yes
How many prospective teachers did your program plan to add in science in 2013-14?
8
Did your program meet the goal for prospective teachers set in science in 2013-14?
No
Description of strategies used to achieve goal, if applicable:
Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable:
The School of Education and The College of Arts and Sciences collaborating to have students who are not meeting pre-medical fields because of successive test challenges to come to Teacher Education. Additional scholarship dollars have helped in the process when students agree to change their major. We have also increased recruitment methods using the Thorobred Express. Faculty and staff travel on buses throughout the Commonwealth to recruit education majors, with specific emphasis on stem. We are also working with high school FEA (Future Educators of America)
Provide any additional comments, exceptions and explanations below:
The School of Education and the College of Arts and Sciences will continue to encourage students who pre-medical majors may not be as successful as anticipated. The approach is to demonstrate to students how they can remain engaged in math and science but in a alternative manner. We have also secure a Toyota Scholarship Grant for STEM majors. The first cohort began spring 2015. This grant has significantly increased the sparse numbers of majors in STEM areas.
Is your program preparing teachers in science in 2014-15?
Yes
How many prospective teachers did your program plan to add in science in 2014-15?
8
Provide any additional comments, exceptions and explanations below:
Another challenge are the math skills, which students enter the university. Significant numbers of potential majors (those who have declared math as their major) test "into" preparatory courses. This diminishes the pool. In 2014-2015 pilot courses were implemented to "pair" "remedial courses" with the first required math courses. Use a lab model students enrolled in both courses and received consistent assistance. Student learning outcomes were aligned to assess the competencies in the higher level courses. The results of the first cohort will be reading in spring 2015.