Book contents
- The Cambridge Handbook of Organizational Community Engagement and Outreach
- The Cambridge Handbook of Organizational Community Engagement and Outreach
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Acknowledgments
- Part I Introduction: Organizational Community Engagement over Time
- Part II University–Community Partnerships
- Part III Disciplinary Outreach
- 8 Faculty and Students Consulting in the Community
- 9 Discipline-Specific Outreach
- 10 Driving Workforce Readiness
- 11 University Educators and Disciplinary Specialists Working Together to Enhance Community Outreach and Deepen K–12 Teacher Content Knowledge
- Part IV Interdisciplinary Outreach
- Part V Leading Community Engagement Efforts
- Part VI Putting It All Together
- Appendix A: Contributor Biographies
- Index
- References
11 - University Educators and Disciplinary Specialists Working Together to Enhance Community Outreach and Deepen K–12 Teacher Content Knowledge
from Part III - Disciplinary Outreach
Published online by Cambridge University Press: 14 December 2018
Book contents
- The Cambridge Handbook of Organizational Community Engagement and Outreach
- The Cambridge Handbook of Organizational Community Engagement and Outreach
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Acknowledgments
- Part I Introduction: Organizational Community Engagement over Time
- Part II University–Community Partnerships
- Part III Disciplinary Outreach
- 8 Faculty and Students Consulting in the Community
- 9 Discipline-Specific Outreach
- 10 Driving Workforce Readiness
- 11 University Educators and Disciplinary Specialists Working Together to Enhance Community Outreach and Deepen K–12 Teacher Content Knowledge
- Part IV Interdisciplinary Outreach
- Part V Leading Community Engagement Efforts
- Part VI Putting It All Together
- Appendix A: Contributor Biographies
- Index
- References
- Type
- Chapter
- Information
- Publisher: Cambridge University PressPrint publication year: 2019
References
Appleton, E., Farina, S., Holzer, T., Kotelawala, U., & Trushkowsky, M. (2017). Problem posing and problem solving in a math teacher’s circle. Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, 6(1), 33.Google Scholar
Baum, H. S. (2000). Fantasies and realities in university–community partnerships. Journal of Planning Education and Research, 20(2), 234–246.CrossRefGoogle Scholar
Bouwma-Gearhart, J., Perry, K. H., & Presley, J. B. (2014). Improving postsecondary STEM education: Strategies for successful interdisciplinary collaborations and brokering engagement with education research and theory. Journal of College Science Teaching, 44(1), 40–47.Google Scholar
Buys, N., & Bursnall, S. (2007). Establishing university–community partnerships: Processes and benefits. Journal of Higher Education Policy and Management, 29(1), 73–86.Google Scholar
Cheruvelil, K. S., Soranno, P. A., Weathers, K. C. et al. (2014). Creating and maintaining high-performing collaborative research teams: The importance of diversity and interpersonal skills. Frontiers in Ecology and the Environment, 12(1), 31–38.CrossRefGoogle Scholar
Cooper, J. G., Kotval-K, Z., Kotval, Z., & Mullin, J. (2014). University community partnerships. Humanities, 3(1), 88–101.Google Scholar
Donaldson, B., Nakamaye, M., Umland, K., & White, D. (2014). Math teachers’ circles: Partnerships between mathematicians and teachers. Notices of the AMS, 61(11), 1335–1341.Google Scholar
Ferrini‐Mundy, J., & Güçler, B. (2009). Discipline-based efforts to enhance undergraduate STEM education. New Directions for Teaching & Learning, 2009(117), 55–67.Google Scholar
Holland, B. A., & Gelmon, S. B. (1998). The state of the “engaged campus”: What have we learned about building and sustaining university–community partnerships. AAHE Bulletin, 51(2), 105–108.Google Scholar
Inan, F. A., & Lowther, D.A. (2010). Factors affecting technology integration into the K12 classroom: A path model. Educational Technology Research and Development, 58(2), 137–154.CrossRefGoogle Scholar
Math Teachers’ Circle Network (MTCN) (2017). Mission. American Institute of Mathematics. Retrieved from www.mathteacherscircle.org/about/missionandvision.Google Scholar
Pharo, E., Davison, A., McGregor, H., Warr, K., & Brown, P. (2014). Using communities of practice to enhance interdisciplinary teaching: Lessons from four Australian institutions. Higher Education Research & Development, 33(2), 341–354.Google Scholar
Soska, T., & Butterfield, A. K. J. (2013). University–community partnerships: Universities in civic engagement. Abingdon: Routledge.Google Scholar
Talanquer, V. (2014). DBER and STEM education reform: Are we up to the challenge? Journal of Research in Science Teaching, 51(6), 809–819.Google Scholar
University of Nebraska – Lincoln (UNL) (2017). NebraskaMATH. Retrieved from http://scimath.unl.edu/nebraskamath.Google Scholar
Wu, Y. T., & Anderson, O. R. (2015). Technology-enhanced STEM (science, technology, engineering, and mathematics) education. Journal of Computers in Education 2(3), 245–249.CrossRefGoogle Scholar