sources that could be tapped include businesses, industry, research laboratories, government agencies, and policymaking bodies.
The CSMTP wants to emphasize the critical need for both two- and four-year colleges to be core participants in partnerships and recipients of their value, whenever possible (see Figure 6-2). Recent data suggest that approximately 45 percent of the nation’s undergraduates are enrolled in community colleges (and this percentage is likely to increase during the coming decade: American Association of Community Colleges, 2000). An increasingly high percentage of students may complete their entire undergraduate science and mathematics requirements in community colleges before transferring to four-year institutions to complete their baccalaureate degrees (NSF, 1998). Therefore, faculty in two-year institutions are very much needed to steer students toward additional courses in these subjects and to instill in students who will not go on to additional coursework an appreciation for the life and physical sciences, mathematics, and technology.
Efforts by two-year college faculty to recruit, educate, and support prospective teachers will be undermined, however, if those prospective teachers are not identified as such when they transfer to four-year institutions. Therefore, science and mathematics program planners at four-year colleges and universities need to work with their counterparts at community colleges to ensure appropriate course offerings for these students. Such planning could result in better integration and articulation of course offerings across the institutions, ensuring that prospective teachers receive a similar level of education in science and mathematics regardless of where they enroll in these courses. Community colleges and baccalaureate-granting institutions also should work together to ensure that general requirements for teacher education programs at the four-year institutions can be met by community college courses and that the credits are routinely transferable.
The presidents and chancellors of both the Association of American Universities (AAU, 1999) and the American Council on Education (ACE, 1999) have made strong statements that leaders of the nation’s colleges and universities, and especially those with schools or colleges of education, need to affirm their institutions’ commitments to teacher education and professional development as central priorities of their institutions. The CSMTP strongly