Department of STEM Education and Teacher Development

Faculty and Fields of Interest

Armand Desmarais (Professor Emeritus) teacher certification and licensure, foundations of education, mentoring, teacher induction

Beste Gucler conceptual and historical development of mathematical concepts; the teaching and learning of calculus at the undergraduate level; and the connections between mathematics education and social justice issues

Maureen Hall English education, middle and secondary education, literacy, developmental teaching and language arts, K-12 curriculum design, professional development, community-making, innovation, and reform

Shakhnoza Kayumova exploration of the conditions of possibility for the inclusion of culturally, economically, and linguistically diverse students, particularly English language learners, in science education and literacy engagement through transformative research and pedagogy embedded in equitable practices

Cynthia Kruger (Professor Emeritus) middle and secondary education, curriculum development, methodology, social studies, reading, inclusive education

Sheila Macrine reading/special education, educational reform, critical-feminist pedagogy

Chandra Orrill (Chair) teachers’ mathematical knowledge and how to support teachers’ mathematical learning, school reform, curriculum design, assessment

Karen Terrell secondary mathematics pedagogy, content-based language instruction and literacy for diverse learners, professional development, parent engagement, social justice

Nicholas Santavica bilingual/ESL education, second language studies, international comparative education, queer studies in education

Walter Stroup developer of generative design to support group-based, socially mediated, STEM focused classroom learning for grades three through university

Stephen Witzig development of teachers’ specialized knowledge for teaching science, student learning

Mission

The Department of STEM Education and Teacher Development is committed to the preparation of educators who have a sensitivity toward multicultural issues, an awareness of the particular concerns of urban education, knowledge of the unique needs and styles of individual learners, and a conscious knowledge of the role of schools in promoting social justice in the 21^st Century. Our mission is to deliver clearly defined teacher preparation programs at the post baccalaureate and graduate levels. In addition to a rigorous preparation in subject-matter fields, teacher candidates develop their ability to apply pedagogical theory to practice and reflect on the complexities inherent in their craft.

UMass Dartmouth offers pathways to Initial and Professional licensure in the state of Massachusetts at the graduate level. Both the Initial and Professional License programs can lead to an MAT. For the Professional Licensure program, we also offer a non-MAT option. We offer licensure in the following areas: Middle and Secondary Biology; Chemistry, English, Foreign Literature and Languages (French, Portuguese and Spanish), General Science, History, Political Science/Political Philosophy, Mathematics, and Physics. We also offer a Ph.D. in Mathematics Education.

Beliefs & Values

We believe in developing teachers who are lifelong learners and scholars. We believe that teaching is a profession.

The Department of STEM Education and Teacher Development and its associated core values, serve as both philosophical and operational guides for all activities. We aim to develop reflective practitioners who can:

integrate academic knowledge with community-based knowledge to address public and policy issues, improve quality of life, and support a just and inclusive democracy
apply theory and evidence-based practice to produce effective and sustainable learning and development outcomes
involve equality of access and success for all students, especially those who historically have had limited educational opportunity because of education level, national origin, socio-economic status, gender, age, sexual orientation, disability, or race, ethnic, linguistic, or cultural background

In addition, our programs are guided by a shared vision of the thoughtful and responsive educator who:

is knowledgeable about subject matter and research and theory in his or her field of specialization
is disposed to thinking critically about theory, research findings, practice, and the content of school curricula
is alert and observant practitioner, with the will and competence to identify and address children’s needs, and to confront social, economic, and educational inequities
can work collaboratively with others to ensure that schools and communities are safe places and environments nurture and empower students and their

The conceptual framework of the Department of STEM Education & Teacher Development is based on developing Reflective Practitioners through the development of the ability to:

Demonstrate professional practices
Integrate and apply knowledge
Bridge theory to practice
Respond to diversity
Democratize access for all