Answering “When Am I Ever Gonna Use This Again? Where Does This Come Up in the Real World?” Examining the Influence of University‐Community College Partnerships on Preservice Mathematics and Science Teachers and Faculty

ABSTRACT This study investigated a research‐practice partnership (RPP) between a community college and university teacher preparation program that aimed to prepare secondary mathematics and science teachers to connect disciplinary content to authentic real‐world applications within their future high school classrooms. Data sources included multiple surveys, individual interviews, and focus group interviews with both faculty and preservice teachers across the RPP. Through participation in the partnership, preservice teachers gained knowledge of real‐world STEM applications, increased their awareness of career pathways, expanded disciplinary knowledge, modified their teaching dispositions, and built stronger connections with other participants. Faculty also reported expanded knowledge and networks, professional or personal identity development, and improved instructional practices. An initial RPP model is shared that illustrates a STEM Experiential Learning Experience implemented in the RPP. The initial model included the need to develop new knowledge, incorporate real‐world experiences, and emphasize classroom transfer. Findings indicated that additional components of career pathways, faculty impact, and teaching dispositions and community needed to be added to a revised RPP model. Implications included the need for constant communication, shared load, mutual buy‐in, and commitment to continuous learning from all members in an RPP.