For this purpose, a component was established based on the collaboration of teams of faculty from the teacher preparation programs of the four University of Puerto Rico IHE partners and the Puerto Rico Department of Education (PRDE). While the main thrust of AlACiMa was the professional development of in-service mathematics and science (M&S) teachers, addressing the professional development of future and new generations of teachers was also an important element of the initiative. To achieve the central goal of promoting learning of math and science for all students, AlACiMa included interventions to strengthen the preparation of future K-12 math and science teachers, increase the number of certified math and science teachers, and support the induction of novice math and science teachers. It then discusses how this concept informs curriculum and processes in each track. This paper explores the concept of design as it can be applied to understanding the teaching/learning enterprise regardless of context, goal, and audience. Even though these tracks appear to be three unique programs, we have found a unifying center in the field of design. Track 3 is the Assistive Technology (AT) track, serving those with disabilities in public schools and local, state, and federal agencies. Track 2 is the Integrating Technology in Schools (ITS) tract, serving public and private school teachers and school divisions. Track 1 is the Instructional Design and Development (IDD) track, serving those with educational interests primarily in government, military, business, and higher education.

In the College of Education and Human Development at George Mason University, we have created three independent strands or tracks-each with its own mission, its own target population, and its own connections and collaborations with external organizations and institutions.

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