FIGURE 1.

The CARET model describes elements of STEM TREs and their intended outcomes. Many STEM teachers engage in STEM research experiences, in either academic or industry settings. They do so as in-service teachers (primarily during the summer when they are not teaching in the classroom) and as preservice teachers (primarily as undergraduates before becoming classroom teachers). Undergraduate and teacher researchers are guided to engage in research with experienced researchers in a Community of Practice (e.g., faculty, postdoctoral researchers, and graduate students in a laboratory setting). Outcomes of these experiences include increased STEM knowledge and experience, scientific research practices, career awareness, and STEM self-efficacy and identity. Programs designed for TREs typically are guided to translate their research into classroom practices that include curricular development by a Professional Learning Community, which leads to improvements in STEM teaching and learning, represented here as a “21st Century Teacher,” and include outcomes such as increased persistence in STEM teaching and pedagogical content knowledge. Solid arrows indicate a direct connection; red outline includes direct outcomes from research experiences; open arrows indicate feedback loops; and light green shading represents the individuals or groups involved (green shading deepens for initial and longer-term outcomes).