Hirsch, L. S., & Kimmel, H. S., & Carpinelli, J. D. (2015, June), Classroom Implementation of Instructional Modules Developed by Teachers During Engineering RET Programs: A Follow-up Study   Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23689

\bibitem{asee_peer_23689}
  Hirsch, L. S., \& Kimmel, H. S., \& Carpinelli, J. D. (2015, June), \emph{Classroom Implementation of Instructional Modules Developed by Teachers During Engineering RET Programs: A Follow-up Study }
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.23689

Linda S. Hirsch, Howard S. Kimmel, and John D. Carpinelli.  "Classroom Implementation of Instructional Modules Developed by Teachers During Engineering RET Programs: A Follow-up Study ".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/23689 Internet.  16 Jan, 2025

\bibitem{asee_peer_23689}
  Linda S. Hirsch, Howard S. Kimmel, and John D. Carpinelli.
  "Classroom Implementation of Instructional Modules Developed by Teachers During Engineering RET Programs: A Follow-up Study ".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/23689 Internet.  16 Jan, 2025

@INPROCEEDINGS{asee_peer_23689
author = "Linda S. Hirsch, Howard S. Kimmel, and John D. Carpinelli"
title = "Classroom Implementation of Instructional Modules Developed by Teachers During Engineering RET Programs: A Follow-up Study "
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/23689}
number = {10.18260/p.23689}
}

TY  - CPAPER
AB  -          Classroom Implementation of Instructional Modules Developed by          Teachers during Engineering RET Programs: A Follow-up Study                              (RTP – STRAND 1).Most K-12 teachers in the United States have not been trained to incorporate engineering andtechnology topics into classroom lessons and there is a lack of high-quality curricular materialsin these areas. The National Science Foundation’s Research Experiences for Teachers (RET)have been developed as an effective means to expose secondary school science teachers to theworld of research and introduce them to the field of engineering. The ultimate goal of most RETprograms is for teachers to be able to synthesize their research experience and integrate their newskills and knowledge into an instructional module they can implement in their classroom.Bringing the concepts of scientific inquiry and engineering into K-12 classroom is especiallyimportant with the introduction of the Next Generation Science Standards. Although reports onthe results of most RET programs appear to be positive in terms of teacher satisfaction, gainingresearch skills and improved content knowledge about engineering, few programs have reportedon the use of any systematic process to guide teachers in the development of their instructionalmodules or lesson plans, and most programs appear to lack follow-up and\or reports ofclassroom implementation from the lessons.Our University has completed one three-year RET program in the area of pharmaceuticalengineering and has begun a second. Each participating teacher has been able to enrich his or herown knowledge-base as a STEM education professional as an active member of a research team.Each teacher was able to gain a better understanding of how scientists and engineers engage inresearch and how the term inquiry is integral to the research process. And finally, each teacherwas able to synthesize his or her research experience in order to integrate the acquired contentknowledge and skills into a learning module for their students, but preparation of lesson plans isoften a challenging experience for teachers, especially when the lessons involve new contentthey have just learned. Our experience guiding teachers in lesson plan development has shown usthat teachers will generally develop instructional strategies first, without realizing the importanceof learning objectives for providing direction in the development of lessons and alignment withstandards. As a result, for the teacher professional development component of our RET we havedeveloped a systematic process for guiding teachers through the development of theirinstructional modules including standards-based lesson planning, and aligning the lessons withthe Next Generation Science Standards (NGSS).The proposed paper is a follow-up study that focuses on the content and classroomimplementation of the teachers’ instructional modules, evaluation of the effectiveness of thelesson plans, and an assessment of the student work products as a result of the lessons thatdemonstrate student acquisition of skills and knowledge specified by the learning objectives andassociated student-centered learning experience.
AU  - Linda S. Hirsch
AU  - Howard S. Kimmel
AU  - John D. Carpinelli
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Classroom Implementation of Instructional Modules Developed by Teachers During Engineering RET Programs: A Follow-up Study 
UR  - https://peer.asee.org/23689
DO  - 10.18260/p.23689
ER  -