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Break-out Group Discussion

Bonnie Hallam's picture

Yellow Group:


  • Create a package (of information)
  • Clarify what is common in network
  • 'Market' at career fairs, try to collectively compete with TFA
  • Encourage faculty to present teaching as option, plant idea early
  • Video? market teaching when students choose major
  • Hire undergrads as teaching assistants
  • Make connections with science + math faculty

Sharing best practices for preparation+ induction:

  • Where do we get resources?
  • Website (?) for sharing ideas
  • i.e. invite recent grads back to talk to undergrads
  •      look at CIRTL (Center for Integr. of Research Teaching and Learning)
  •      get list of grad websites resources
  •      how to choose/ support master/ clinical teachers

Preparing/ opportunities for teacher leadership:

  • Invite new teachers to get together to share
  • Building capacity for master teachers

Share resources:

  • Summer program for contact specific pedagogy


Blue Group:


  • number of courses for major, certification, etc. (science+ labs) (state requirements)
  • mindset, planning (recruitment)
  • status of education/ teaching profession
  • discipline focus of faculty vs reality of alums in teaching
  • race; students of color in math + science (science as a filter, not a pump)
  • weak STEM preparation for elementary certification
  • math in major not math students need to teach
  • pedagogy doesn't model inquiry based pedagogy in college STEM classes
  • high-stakes testing limits curriculum + pedagogy

How can the network help?

  • help support new teachers- networking, professional development
  • expand current programs
  • pool knowledge of foundations and organizations that may help with funding
  • partner with other organizations that tap into underrepresented, minority groups
  • summer teaching experience for students
  • partnerships between colleges may help spur implementation
  • create policies for changes that we see as necessary
  • link (i.e. using technology) pre-service teachers in like fields (share/ critique common assignments) (online methods courses) at all levels- locally and nationally
  • warehouse, for easy access, ideas that individual colleges implement so we can see what possibilities are out there (initiatives, partnerships, internships)
  • summer program for STEM pre-service training/ collaboration (paid? credit?)

Red Group

  • support for new career teachers and mid career teachers (network that icorporates ideas below)
  • teaching Research Experience for Undergraduates (REU) program- include alums too
  • conference for teaches or funding for teachers to attend conferences
  • offer a summer course on ___ pedagogy
  • publication? connect to ideas above

Orange Group

  1. Summer program
    • involve preservice teachers (recruitment)
    • involve 1-3 year teachers (induction)
    • cooperating teachers (prof. development)
    • content area faculty (content depth)
  2. Strategies for collectively influencing policy-makers
  3. Online network
    • for us
    • for students/ teachers/ alums
  4. Strategies for enhancing status of profession

Facilitator Ideas/ Whole group discussion

  • teacher impact; show our graduates  are "high quality" ( research initiative)
  • statement of teacher peparation in STEM for 21st c. (Math Ed. of Teachers) CBMs
  • alternative to present assessments for K-12 students focused o our liberal arts values
  • (initiatives applicable to all types of programs)
  • supporting positive of common core: standards of mathematical practice. link with national organizations
  • outreach/ support initiatives for discipline faculty: on-line
  • principles our practice (exact voices present) data
  • keep on teachers in profession

Purple Group:


  • teacher bashing
  • low pay
  • testing focus
  • lack of support networks
  • parental opinions and affordability ("go to state schools if you want to teach")

Good teachers:

  • passion-- for content and for teaching
  • personality
  • smart people (who can and sometimes go off and do other things)
  • tension at LACs re: teacher  ed learning focus vs. prof. prep 'education as a liberal art'
  • role of faculty in writin letters to editors, etc. to counter opinions
  • scale-- creating a network of our grads for support
  • develop local hubs: support for grads of any proram in region; summer P.D. opp's; geographic centers that serve teachers in region regardless of which institution prepared at.
  • use collective voice of LACs to influence public opinion ( and politics)
  • can we energize our alumni base
  • what power can we collectively wield?
  • what/ who do we want to influence?- people who make decisions re: ed policy (state boards of ed)
  • balance required: ex- demonstrate how value-added approach is flawed and offer an alternative appropriate assessment based on standards
  • caution for science  relative to new standards; take lesson from math, where new assessments far overshadow standards... leading to greater prescription of curriculum and less flexibility for teachers
  • students give teachers flexibility around core, but assessments dont follow that lead
  • what kind of assessments, if any, could we create and share among network?
  • how do you asess things that are not readily measurable? (effects of LAC experience on grads 20+ years later, etc.)
  • good assessments important but not the only way to measure success in educ.
  • we need to say this
  • need to articulate what we currently do, particularly with regard to pedagogies
  • how do our progrms help students develop pedagogical content knowledge?
  • LACs lack ways to share pedagogies
    • can the network create some sort oof shared speaking circuits
    • send people to network courses
  • Content/Education/Teachers:  Need to work together and respect one another; teachers need to be more a part of planning, development and execution
  • Success at serveral institutions when TA's take required pedagogy course - students go on to teach for 1-2 years before going on in sci/math.  This didn't work at othr campuses
  • Tutoring not necessarily comparable to teaching
  • TFA and other programs offer limited options - LACs need to speak clearly about what alternatives we offer

Green Group:

  • structure and name for this "beyond CETE" network
  • visibility, power and influence in STEM Education; get support from our institutions
  • strengths of STEM faculty involvement and content/education focus
  • create a mechanism for sharing
    • Ed Studies Program designs
    • course restructuring ideas
    • post-bac alumnae/i certification
    • student persistence in STEM (Programs/courses)
  • model pedagogies
    • Flipped classroom
    • technology enhanced learning
  • cross-institutional workshops/PD for students and alumnae/i
    • geographically close
    • web-based
  • sharing....moving towards co-design of successful school/university STEM education partnerships
  • strategies for navigating and changing state educational policies
    • bringing state ed. reps to the next conference
    • policy briefs
    • lobbying
  • strategies for expanding students' awareness of and exposure to STEM professions with teaching as a respected and viable increase STEM major and potential teaching opportunities (TA's)
    • gender
    • diversity
    • tutoring and other teaching options
  • summer institute models for novice STEM teachers
  • recruitment and retention strategies
    • resume' building (aka TFA)
    • "CETE Education Graduate" award/certification
    • Network for Alums cross-institutional