Department of STEM Education and Teacher Development - MAT and Teacher Licensure

Faculty and Fields of Interest

Christopher Clinton integrating stakeholders in teacher preparation, mentoring, teacher leadership and Charter/ Innovation school startup

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

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

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

Walter Stroup (Chair) 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 21st 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 both alternative and traditional pathways to licensure in the state of Massachusetts at the graduate level. We offer pathways to licensure in the following areas: Biology, Chemistry, elementary education, English, French, Portuguese, Spanish, General Science, History, Mathematics, and Physics. We also offer a Ph.D. in STEM 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

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