Research Experience for Teachers: Teachers as Learners and Facilitators
- Conference
- Location
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Virtual Conference
- Publication Date
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July 26, 2021
- Start Date
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July 26, 2021
- End Date
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July 19, 2022
- Conference Session
- Tagged Topics
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Diversity and NSF Grantees Poster Session
- Page Count
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13
- DOI
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10.18260/1-2--37667
- Permanent URL
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https://peer.asee.org/37667
- Download Count
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336
Paper Authors
Stephanie Philipp University of Tennessee at Chattanooga
Dr. Stephanie Philipp is an assistant professor for science education at the University of Tennessee at Chattanooga and works closely with engineering faculty to teach and research STEM education.
Olfa Nasraoui University of Louisville
Olfa Nasraoui is Professor of Computer Engineering and Computer Science, Endowed Chair of e-commerce, and the founding director of the Knowledge Discovery and Web Mining Lab at the University of Louisville. She received her Ph.D. in Computer Engineering and Computer Science from the University of Missouri-Columbia . From 2000 to 2004, she was an Assistant Professor at the University of Memphis. Her research activities include Data Mining/ Machine Learning, Web Mining, Information Retrieval and Personalization, in particular in problems involving large multiple domain, high dimensional data, such as text, transactions, and social network data. She is the recipient of the National Science Foundation CAREER Award, and the winner of two Best Paper Awards, a Best Paper Award in theoretical developments in computational intelligence at the Artificial Neural Networks In Engineering conference (ANNIE 2001) and a Best Paper Award at the Knowledge Discovery and Information Retrieval conference in Seville, Spain (KDIR 2018). She has more than 200 refereed publications, including over 47 journal papers and book chapters and 12 edited volumes. She is the PI of University of Louisville’s NSF ADVANCE initiative, ATHENA. Her research has been funded notably by NSF and NASA. Between 2004 and 2008, she has co-organized the yearly WebKDD workshops on User Profiling and Web Usage Mining at the ACM KDD conference. She has served on the program committee member, track chair, or senior program committee of several Data mining, Big Data, and Artificial Intelligence conferences, including ACM KDD, WWW, RecSys, IEEE Big Data, ICDM, SDM, AAAI, etc. In summer 2015, she served as Technical Mentor/Project Lead at the Data Science for Social Good Fellowship, in the Center for Data Science and Public Policy at the University of Chicago. She is a member of ACM, ACM SigKDD, senior member of IEEE and IEEE-WIE. She is also on the leadership team of the Kentucky Girls STEM collaborative network.
Jason Immekus University of Louisville
Dr. Immekus is associate professor in the Department of Educational Leadership, Evaluation, and Organizational Development.
Jody Zhong University of Louisville
Ms. Zhong is a fifth-year doctoral student in the College of Education and Human Development at the University of Louisville. Ms. Zhong's interests lie in researching identity, diversity, and professional development/thriving within the academy.
Abstract
A National Science Foundation Research Experience for Teachers site has hosted authentic research in machine learning for 20 middle grades and secondary STEM teachers who are either members of underrepresented groups in computer science and engineering or who teach students from underrepresented groups. These teachers are evaluated by their districts, in part, by using the International Society for Technology in Education (ISTE) Educator Standards. The seven ISTE Standards for Educators were used to evaluate the learning of teachers in the RET program after a six week research experience in graduate research groups at a metropolitan research university in the south central U.S. From participation in focus groups and program products such as seminar presentations, we found that teachers expressed value in being able to feel like a student again (ISTE Standard #1; Teacher as Learner). Additionally, teachers expressed that thinking critically and using problem solving skills in an area which they were not familiar offered necessary insight towards how their own students might feel at times. RET participants felt they were forced to use problem solving skills and figure things out on their own, which in turn led to them wanting to provide that same experience for their own students (ISTE Standard #6: Teacher as Facilitator). Some participants alluded to incorporating more real-life data to challenge their students to apply their learning with real life problems and challenges. While this was largely the sentiment of the group, other individual participants referenced being more qualified to meet the teaching standards they are held accountable to by their school, as well as influencing the overall curriculum and approach to how their school teaches physics and engineering.
Philipp, S., & Nasraoui, O., & Immekus, J., & Zhong, J. (2021, July), Research Experience for Teachers: Teachers as Learners and Facilitators Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--37667
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