Jacobs, M. A., & Mancuso, K. C., & Shahbazi, Z., & Lehnes, A. E., & Scotti, A. (2016, June), Hands-On STEM Lesson Plans Developed through Engineering Faculty and STEM Teacher Collaboration (Evaluation)  Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25446

\bibitem{asee_peer_25446}
  Jacobs, M. A., \& Mancuso, K. C., \& Shahbazi, Z., \& Lehnes, A. E., \& Scotti, A. (2016, June), \emph{Hands-On STEM Lesson Plans Developed through Engineering Faculty and STEM Teacher Collaboration (Evaluation)}
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.25446

Mary Ann Jacobs, Kathleen Christal Mancuso, Zahra Shahbazi, Alexandra Emma Lehnes, and Anthony Scotti.  "Hands-On STEM Lesson Plans Developed through Engineering Faculty and STEM Teacher Collaboration (Evaluation)".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://peer.asee.org/25446 Internet.  01 Jul, 2022

\bibitem{asee_peer_25446}
  Mary Ann Jacobs, Kathleen Christal Mancuso, Zahra Shahbazi, Alexandra Emma Lehnes, and Anthony Scotti.
  "Hands-On STEM Lesson Plans Developed through Engineering Faculty and STEM Teacher Collaboration (Evaluation)".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://peer.asee.org/25446 Internet.  01 Jul, 2022

@INPROCEEDINGS{asee_peer_25446
author = "Mary Ann Jacobs, Kathleen Christal Mancuso, Zahra Shahbazi, Alexandra Emma Lehnes, and Anthony Scotti"
title = "Hands-On STEM Lesson Plans Developed through Engineering Faculty and STEM Teacher Collaboration (Evaluation)"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/25446}
number = {10.18260/p.25446}
}

TY  - CPAPER
AB  - With a shortage of engineering content in most middle and high schools, the Engineering STAR (Scholars Training and Retention) Center collaborated with engineering faculty and science, technology, engineering and math (STEM) teachers to create and deliver lesson plans with an emphasis on engineering principles while teaching math and science. With an increased demand for STEM education available for all students, this professional development aims to expose educators to engineering topics they can present in their schools. 

The purpose of this paper is to examine the effectiveness of a professional development collaboration of college engineering faculty and middle and high school STEM teachers. This professional development is part of an NSF grant promoting engineering education.
Three workshops over the course of three semesters enabled middle and high school STEM teachers to receive professional development in engineering topics from the engineering faculty. Simultaneously the engineering faculty received professional development from the teachers in effective classroom pedagogy. In nearly every model of effective STEM integration, the goal and intent is to provide learners with the opportunity to construct new knowledge and problem-solving skills through the process of designing artifacts. They accomplished this through a series of open-ended, hands-on activities related to a thematic topic that addressed important concepts related to STEM disciplines. This constructivist approach was implemented in this professional development experience.

Prior to the first session, engineering faculty proposed 12 engineering topics for teachers to select a topic that most closely aligned with their content area. In the first session, twenty-four STEM teachers and twelve engineering faculty members collaborated in studying the engineering topic and creating developmentally appropriate lesson plans which included a hands-on demonstration. The engineering faculty members used a variety of materials to demonstrate the overall ideas of their engineering concept and allowed teachers to internalize the concepts to eventually build and mold them into lessons that are applicable to middle and high school students. With the mentorship of the lead faculty member, teachers drafted lesson plans and found guidance from the engineering faculty when necessary to ensure effective planning and learning. The support from both the engineering faculty and educator allowed for each member to understand what each professional brings to their particular field. 

STAR members met again in consecutive semesters to discuss and share the experiences, challenges, and accomplishments of their lessons and goals as they worked in the next session with an entirely new engineering subject. Successfully delivered lesson plans were posted to the STAR website and shared with faculty and teachers at the second and third sessions.
Assessments to implement change and enhance professional development for the project included pre and post session surveys from faculty and STEM teachers and student surveys following the presented lessons.

AU  - Mary Ann Jacobs
AU  - Kathleen Christal Mancuso
AU  - Zahra Shahbazi
AU  - Alexandra Emma Lehnes
AU  - Anthony Scotti
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Hands-On STEM Lesson Plans Developed through Engineering Faculty and STEM Teacher Collaboration (Evaluation)
UR  - https://peer.asee.org/25446
DO  - 10.18260/p.25446
ER  -