Education

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Teacher education is situated within the unit of Curriculum & Instruction (C&I) of the Department of Education, which is resident in the College of Education, Health & Human Development. The pre-service and in-service teacher education programs in the Department of Education have been designed to provide a rich, balanced education, firmly grounded in the liberal arts and contextualized in professional preparation coursework based on current educational theory and praxis.

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Author: search.filters.author.Meyerink, MonteHas files: Yes

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    Diversity, Equity and Inclusion in MSU Youth STEM Outreach
    (Montana State University, 2022-02) Meyerink, Monte; Taylor, Suzanne; Luo, Fenqjen
    This tool highlights exemplary practices for diversity, equity and inclusion (DEI) in science, technology, engineering and mathematics (STEM) outreach programs for youth in informal/out-of-school-time setting. The tool is based on guiding questions for reflection and is designed to allow those who host university STEM outreach programs for youth to evaluate and modify their practices to improve DEI. We also call specific attention to challenges faced by youth who are typically under-served or under-represented in STEM along with suggestions from community educators.
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    Montana K-12 Educator Needs Assessment Survey Report 2020
    (Montana State University NSF EPSCoR, 2021-09) Meyerink, Monte; Taylor, Suzi
    As part of the Education-Outreach-Diversity team for Montana NSF EPSCoR, the Science Math Resource Center (SMRC) in the Montana State University Department of Education sought to encapsulate the professional development (PD) needs and interests of Montana K-12 educators, with a particular emphasis on teachers of STEM subjects (science, technology, engineering, and mathematics). This report examines survey responses of over 200 Montana K-12 educators and presents descriptive and correlational findings in regard to: (a) educator and school district characteristics; (b) access to technological resources; (c) school/district strengths and weaknesses that impact PD implementation; (d) barriers to PD; (e) attitudes toward STEM PD; (f) PD location, delivery method, time, and duration preferences; (g) importance of and interest in PD topics; (h) usefulness of data set resources and interest in water quality data sets; and (i) interest in resources related to university research. Based on the presented findings, implications for designing and implementing PD for Montana K-12 educators are discussed.
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