UTeach a quarter of  century in review

Impacts, challenges, and new directions in STEM teacher preparation

Authors

  • Patrick McGuire University of Colorado Colorado Springs
  • Mary Urquhart University of Texas at Dallas
  • Mary Enderson Old Dominion University
  • Kimberly Hughes University of Texas at Austin
  • Michael Marder University of Texas at Austin
  • Elizabeth Goldberg University of Texas Rio Grande Valley

DOI:

https://doi.org/10.32674/fvsgr909

Keywords:

STEM Teacher educators, Preparation, Higher Education

Abstract

This article provides a summary of the first quarter century of the UTeach secondary STEM teacher preparation program (from 1997-2022). In addition to UTeach program expansion and impact statistics, we highlight current challenges faced by secondary STEM teacher preparation programs, including overall declines in university-based enrollments. To conclude, we discuss new directions of UTeach and offer recommendations for ways that university-based stakeholders can work together with K-12 district partners to make a positive impact on teacher preparation and STEM education for the next 25 years.

Author Biographies

  • Patrick McGuire, University of Colorado Colorado Springs

    PATRICK MCGUIRE, PhD, is a professor in the Department of Teaching & Learning at the University of Colorado Colorado Springs. His major research interests include STEM teacher preparation, mathematics education, and instructional technology.  

  • Mary Urquhart, University of Texas at Dallas

    MARY URQUHART, PhD, is an associate professor and department head of Science/Mathematics Education at the University of Texas at Dallas and director of UTeach Dallas.  Her major research interests include STEM teacher preparation and retention, conceptual change in STEM, and p-20 astronomy and physics education. 

  • Mary Enderson, Old Dominion University

    MARY ENDERSON, PhD, is a retired educator. Prior to her retirement, she served as an associate professor of mathematics education at Old Dominion University and co-director of MonarchTeach. Her major research interests included mathematics education, STEM literacy, and university-based teacher preparation.  

  • Kimberly Hughes, University of Texas at Austin

    KIMBERLY HUGHES, EdD, is the director of the UTeach Institute at the University of Texas at Austin. She has led national expansion and improvement efforts for the UTeach secondary STEM teacher preparation model since 2007. Her major research interests include STEM teacher preparation, program scale and sustainability, and fidelity of implementation in higher education change initiatives. hughes@uteach.utexas.edu

  • Michael Marder, University of Texas at Austin

    MICHAEL MARDER, PhD, is a professor of physics at the University of Texas at Austin and co-founder of the UTeach program. In addition to his research in condensed matter physics, he has written extensively on STEM education and public education policy. His recent work focuses on the design and evaluation of teacher preparation pathways and their impact on student learning outcomes. 

  • Elizabeth Goldberg, University of Texas Rio Grande Valley

    ELIZABETH R. GOLDBERG, is a clinical professor of practice and master teacher for the UTeach program at the University of Texas Rio Grande Valley. Her major research interests include STEM teacher preparation, induction, and teacher mindsets.  

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Published

2025-09-13

Issue

Vol. 16 (2025): American Journal of STEM Education

Section

Evidence-Based Innovations in STEM Teacher Preparation

How to Cite

McGuire, P., Urquhart, M., Enderson, M., Hughes, K., Marder, M., & Goldberg, E. (2025). UTeach a quarter of  century in review: Impacts, challenges, and new directions in STEM teacher preparation. American Journal of STEM Education, 16, 59-76. https://doi.org/10.32674/fvsgr909