Institutional & Environmental Factors Impacting the Decision of Community College Students to Remain in the Future Math & Science Teacher Pipeline: A Study of UCI TEACH Math & Science Participants from 2003-2007
Over 2 million new K-12 teachers are needed in the U.S. over the next decade, and currently, there is a critical shortage of middle and high school math and science teachers. In their 1998 report titled "Investing in Tomorrow's Teachers: The Integral Role of Two-Year Colleges in the Science and Mathematics Preparation of Prospective Teachers," the National Science Foundation (NSF) outlined the critical role of the nation's community colleges in meeting this need for new teachers. NSF cites several reasons why community colleges will play an integral role in meeting the demand for math and science educators: 1) a large number of future K-8 teachers are taking their math and science coursework at the community college; 2) the community colleges are in good position to take an active role in the early recruitment of future teachers; and 3) their emphasis on teaching and learning will give students a solid foundation in math and science. Further, this report strongly recommends collaboration between community colleges and 4-year institutions to strengthen the future math and science teacher pipeline, including coordination of advising and recruitment efforts, engaging community college students in enrichment and mentoring programs, and promoting "joint professional education activities" for undergraduates both types of institutions.
In 2001, the UCI TEACH (Teacher Education Academy for Community College Scholars) summer residential program was established to foster interest in K-12 teaching among community college students, and promote transfer to research universities such as the University of California. With MSP funding, this program was modified in 2003 to have an emphasis on math and science teaching, and to include STEM faculty involvement. From 2003-2007, the program addressed MSP Key Feature: Teacher Quality, Quantity, and Diversity by engaging a diverse group of participants in workshops on teacher preparation options, hands-on professional development with secondary teachers, lectures on math and science content by UCI faculty, and peer mentorship by current UCI undergraduates. Students engaged in these activities through a 4-day/3-night residential experience on the UCI campus, giving them the opportunity to develop their own sense of community while exploring their interest in math and science teaching. Throughout the program, students interacted with and received support from undergraduate Resident Assistants (RAs), as well as MSP program staff, other UCI staff, and faculty from the Education and STEM units.
These participants were also offered support services for future teachers at their home community colleges during the academic year. Several campuses offered "teacher education centers" or other offices within academic units that were dedicated to the support of future teachers (for both STEM and non-STEM majors). Some community colleges offered future teacher clubs or fieldwork programs that would connect students to their peers and give them hands-on experiences in classrooms. Still others offered education and child/adolescent development courses that would augment students' preparation for study at the university level.
This study surveyed the community college STEM majors who participated in UCI TEACH Math & Science from 2003-2007 to gain an understanding of their current status in the future teacher pipeline, and to examine the institutional and environmental factors that have influenced their decisions to remain in or leave this pipeline.
