Leadership in Education of Math and Science

In 25 years, the College of Education at the Georgia Institute of Technology celebrates its 15th anniversary and tops the US News and World Report rankings for schools of education. It becomes a school for all aspects of education, including leadership and innovation, particularly in STEM fields, and is regarded as the most rigorous of its kind in the country.

Georgia Tech will model a culture of leadership where it is regarded as a catalyst and leader in the  K-12 public education revolution in the United States.

Georgia Tech will be internationally recognized among the best universities for preparing and educating leaders who, through their vision and innovating thinking, are solving the most challenging global issues.

‹ Make Georgia More "Spiky" Separate Faculty Tracks for Teaching and Research ›

Comments (7)

Georgia Tech and the STATE of Georgia Submitted by Winfield Tufts on Monday February 22, at 4:58 pm

Something that I want to see come out of this is for the Institute to strengthen its relationship with the state. Setting goals for the future, to be recognized around the world are wonderful. However, I feel as if there is no tie between the State of Georgia and the Institute itself. I am an in-state student and when I talk to people outside of the direct Tech community you can tell that there is very little knowledge of what Tech actually does (other than we're math and science "nerds") for the state. I see the relationships that UGA and Mercer have with the people and businesses within the state and think that this is something Georgia Tech can focus on will remaining a leader.

start w 13-16 education Submitted by Robert Butera on Wednesday January 20, at 4:33 pm

GT has a great training resource in CETL, which had created a sizeable cadre of education-pedagogy aware faculty. Can we leverage this and become known as experts in college level STEM education? Current efforts at GT have been incremental (let's allocate money for a few faculty in this area) and overly focused on education technology (as opposed to excellence in college STEM education delivery). A bolder approach would be a standalone academic unit akin to what Wendy articulates above. Such a move would be more likely to recruit some experts in this area, develop and catalyze research in this area, and develop an associated academic program. Once developed it could build linkages and or extend (where appropriate) to the K-12 STEM world.

Learn how to Learn Submitted by Anonymous on Wednesday January 20, at 10:08 am

In which GT course do students learn their best methods for learning ? Certainly, there are several methods. Certainly, for each student some methods are more effective than others. You might think students already have determined their optimum methods by the time they arrive at GT, but many have not. I would argue that most students have not. Furthermore, I would adamantly argue that most domestic students have not. Yes, we've all had teachers that have inspired us, but that's not the point. Of course teachers matter, but by the time a student reaches GT, the learning process is no longer centered on teacher. There should be a course for helping students develop their own methods for transforming information they hear and see into knowledge they can apply. Improve the learning process in each student and you'll have far more fuel for the research machinery at GT. So, I ask you again in other words: In which GT course do students learn how to learn ? Recommended reading: What Smart Students Know, written by the founder of the Princeton Review.

Frankly Tech's involvement in Submitted by Anonymous on Wednesday November 4, at 5:57 pm

Frankly Tech's involvement in this goal might be to "partner" with another Georgia institution as it has with Emory in BioMedical field. GT might consider being the Math/Science curricula resource and participate in actively developing a learning center for the advancement of K-12 education in the state but not embark in creating any new "Colleges". Let's try to remain a Master and not the Jack of all trades.

Why K-12 public grades in US are failing Math and Science today Submitted by Renu Kulkarni on Monday October 26, at 10:19 am

Take a read at an insightful article in today's WSJ on this very topic: http://bit.ly/3w3xSg. What can Georgia Tech start doing today to position ourselves for the leadership position we aspire to? In future WSJ stories, we should see Georgia and GT interviewed as a 'leader, visionary, and expert' for having driven advances in K-12 STEM learning.

GT College of Learning Submitted by Anonymous on Monday October 19, at 10:17 am

I love this idea! If you need to start it by focusing on STEM, that's fine. It will help diversify the campus a bit, while staying true to our mission and purpose. GT is now a university focused on excellence, not just engineering.

GT School of Education Submitted by WENDY NEWSTETTER on Thursday October 8, at 11:00 am

This is a brave and bold idea to consider. A first thought is NOT to call it the College of Education. There is too much (frankly negative) baggage associated with such a name. What about the College of Leadership and Learning? Also, should the focus be K-16 or just focused on post secondary learning. There are many other folks around the country addressing the K-12 arena why not distinguish ourselves and become known as innovators and leaders in the 11-24 level- high school through graduate education? This would set us apart and let us focus on what we do already but in a more rigorous fashion. Such a move would require creating tight, positive relations between high schools and the university, a model that embraces the flow from secondary schools to college. Imagine who would be involved in this adventure. First we would leverage the remaining cognitive scientists on the campus who were once a part of a vibrant community that made GT known internationally as a center for cognitive science research, a community dispersed due to political forces. The editor of the premier research journal of engineering education, Jack Lohmann, is a provost here. He is fully tied into trends throughout the world. In BME we have already started to develop a model for graduate student leadership, a year long engagement to foster servant leadership with our colleagues in ILE. This bold idea ia something that several of us have bandied about for a few years.