June 26, 2011
June 26, 2011
June 29, 2011
K-12 & Pre-College Engineering
22.1001.1 - 22.1001.13
Learning from a Teachers Prospective In recent years, enrollment in STEM related fields has steadily declined. To combat this,the INSPIRES curriculum (INcreasing Student Participation, Interest, and Recruitment inEngineering & Science) was developed with the goal to increase student motivation to learn byincorporating real world engineering examples and interactive lessons into the class room.Included are hands-on activities, online simulations and animations and a team engineeringdesign challenge which allows students to solve a real world engineering problem usingcreativity and commonly found items. The curriculum being used this year, "Engineering inHealthcare: A Heart Lung Case Study," follows a young girl who suffers from a heart defectwhich requires her to have open heart surgery to repair. The INSPIRES project has evolved from creating curriculum to providing teacherProfessional Development. The most recent step of this evolution has been to extend the teacherProfessional Development (PD) from a two day session to a three week summer session. Thenew PD program has allowed for a more in depth cohesion of engineering content, pedagogy,and reflection. The PD program was split up into three distinct sections. In the mornings, theteachers were team taught the heart lung curriculum by experienced engineering faculty and aninquiry-based pedagogical facilitator. In the afternoons, the teachers applied what they learnedas they taught students that were enrolled in the Upward Bound program. While teaching, theteachers were videotaped and observed by the INSPIRES team. After each lesson, the teachersand the INSPIRES team reviewed the recordings and collectively provided constructive criticismto improve content understanding, teaching pedagogy and curriculum delivery. Although this new PD program provides the teachers with more practice, this extensionto INSPIRES project has a significant associated cost. Prior to attending the PD program, theteachers were videotaped teaching a class involving engineering design and they will also bevideotaped this coming year while teaching the heart lung curriculum. The pre and post videoswill be scored using RTOP (Reformed Teaching Observation Protocol). In addition, the teacherscompleted pre and post tests covering the curriculum content and fundamental concepts (unitconversions, design process, graphing, etc.). They were also required to complete pre PD, postPD and post curriculum enactment surveys on the Importance, Preparedness and Frequency ofseven statements (making connections between science & engineering, engage students in open-ended problems, design exercises using constraints, etc.). The pre/post RTOP scores, pre/posttests and surveys will be used to evaluate the effectiveness of the new INSPIRES PD program.
Bayles, T. M., & Ross, J. M., & Singer, J. E., & Krikorian, J., & Sura, T. P. (2011, June), Learning from a Teacher's Perspective Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18255
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