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

This volume spotlights evidence-based innovations in STEM teacher preparation, showcasing diverse voices and institutions that are reshaping how we prepare the next generation of educators. From reconceptualizing writing in science teacher education and addressing teacher shortages and racial disparities through HBCU-led initiatives, to examining culturally responsive classroom management in urban settings, the issue provides fresh insights into urgent challenges in the field. A reflective review of 25 years of UTeach highlights both successes and ongoing challenges, while other contributions explore how student-led organizations foster belonging among pre-service teachers and how research-based classroom initiatives equip science teachers with authentic, inquiry-driven practices. Together, these articles affirm the critical role of innovation, inclusivity, and sustained collaboration in building strong, diverse, and future-ready STEM teaching communities.

Editors:

Uchenna Emenaha Miles, PhD, University of Texas at San Antonio, USA

Grant Clayton, PhD, University of Colorado Springs, USA

Contents

Evidence-Based Innovations in STEM Teacher Preparation: How Science Teacher Educators Reconceptualize Writing within their Curriculum – A Self-Study

Stephanie Shepherd, Christine G. Schnittka, Matthew J. McVay, Christopher R. Basgier

pp. 1–14

Addressing STEM Teacher Shortages and Racial Disparities: The Promise of AAMUTeach and HBCU Educator Preparation Programs

Nathan Allan Blom, Samantha Strachan

pp. 15–32

Secondary Urban STEM Teacher Candidates’ Perceptions of the Impact of a Culturally Responsive Classroom Management Course

Karen Graham McIntush, Ramona Mateer, Paige K. Evans

pp. 33–58

UTeach: A Quarter of a Century in Review – Impacts, Challenges, and New Directions in STEM Teacher Preparation

Patrick McGuire, Mary Urquhart, Mary Enderson, Kimberly Hughes, Michael Marder, Elizabeth Goldberg

pp. 59–76

How Student-Led Organizations Shape STEM Pre-Service Teachers' Sense of Belonging

Uchenna Emenaha Miles, Samantha Leishsing, Janet Solis Rodriguez

pp. 77–94

The High School Research Initiative: Preparing and Supporting Texas Science Teachers Doing Research in Their Classrooms

Deanna H. Buckley, Gwendolyn M. Stovall, Bailey H. Williams, Josh T. Beckham, Dennis M. Mishler, Mary E. Ramsey,Stuart Reichler, Andrea E. Hutson

pp. 95–108