Abstract
Research Experience for Teachers (RET) programs have been placing K-12 teachers in university research labs for almost three decades (Pop et al., 2010). However, the long-term impacts are rarely explored. This paper summarizes data from a survey study of 135/158 teachers (88% response rate) who participated in Stanford University’s RET programs between 2005 and 2017. The purpose of the study was to gauge the lasting impact of RET, if any, on teacher retention and classroom and professional practices. The data strongly suggest that participants gain long-lasting personal and professional benefits from participation--value that seems to be especially magnified for mid- to late-career teachers who are well established in their teaching practices but committed to continuous improvement. Furthermore, if the self-reports are accurate, these results would presumably also accrue to teachers’ students. Findings are attributed to the efficacy of the RET model. The authors argue for a nationwide evaluation of the efficacy of RET for teacher retention and professional development.
Highlights
Research Experience for Teachers (RET) programs have been placing K-12 teachers in university research labs for almost three decades (Pop et al, 2010)
An important goal of these programs is to provide STEM teachers with discovery and technology-based learning experiences, which will be incorporated into their classroom activities during the school year (NSF, 2011)
Almost two-thirds (63%) of these placements were funded by the National Science Foundation (NSF) through three Research Experiences for Teachers (RET) Site awards (Dr Sheri Sheppard, Principal Investigator (PI)), faculty CAREER awards, RET Supplements, and other NSF awards to Stanford research centers and principal investigators
Summary
Research Experience for Teachers (RET) programs have been placing K-12 teachers in university research labs for almost three decades (Pop et al, 2010). Stanford science and engineering faculty hosted 158 individual teachers in 256 research experiences between 2005 and 2017. During the 8-week summer program, Stanford RET Outcomes Study- Storm teachers work in their individual labs four days per week and spend one day each week in programming arranged by Stanford’s Office of Science Outreach. These weekly group meetings feature faculty lectures and lab tours to give participants a glimpse of the innovative STEM research taking place on campus and help create a strong Professional Learning Community for the teacher cohort.
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