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Community College Review
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The Impact of a Grant-Funded Project on Selected Community College Teacher Education Programs

Patricia A. Cunniff

Prince George's Community College, Largo, Maryland

Mary C. Belknap

Jackson Community College, Michigan

Stephan Kinholt

Green River Community College, Auburn, Washington

Recent concern about the quality and supply of teachers in mathematics and science has prompted a rethinking of how teachers in these content areas are recruited and prepared. This article describes a project, funded by the National Science Foundation and undertaken by Phi Theta Kappa, to strengthen the mathematics, science, and technology components of 36 community college teacher education programs. The impact of the program is examined on the basis of a survey of representatives from those colleges and the 4-year institutions that partnered with them. The article also examines the characteristics of 7 community colleges that emerged as the winners of a national competition on science and mathematics teacher education that was conducted as part of the project.

Key Words: community college teacher education programs • teacher education articulation • National Science Foundation grant impacts • best practices— teacher education

Community College Review, Vol. 35, No. 1, 30-46 (2007)
DOI: 10.1177/0091552107302377
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