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Successful K 12 Teacher And Faculty Participation In A Stem Professional Development Program

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Conference

2005 Annual Conference

Location

Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005

ISSN

2153-5965

Conference Session

Inservice Teacher Engineering Education

Page Count

12

Page Numbers

10.1173.1 - 10.1173.12

Permanent URL

https://peer.asee.org/14851

Download Count

28

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Paper Authors

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Jane Schielack

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Carol Stuessy

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George Nickles

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Successful K-12 Teacher and Faculty Participation in a STEM Professional Development Program

George M. Nickles III,1 Carol L. Stuessy,2 & Jane F. Schielack1

1 Information Technology and Science (ITS) Center for Teaching and Learning, Texas A&M University/2Department of Teaching, Learning, and Culture, Texas A&M University

Abstract

The Information Technology in Science (ITS) Center for Teaching and Learning has developed an effective model for the professional development of teachers, the Learning Research Cycle (LRC), that has direct impact on K-12 teachers and their students. This paper describes the general LRC and a description of how it is applied in the ITS Center for professional development of 7th through 12th grade science teachers.

Data collected from participants in two cohorts of the ITS Center’s summer program and from university faculty involved as resource personnel were analyzed to answer the following questions:

• How and to what extent have teachers implemented what they have learned in their summer program experience in their classrooms?

• Are there benefits to university faculty for participating in the LRC?

Data sources include participant enrollment numbers, participant demographics originally from their application records, multiple surveys of participants, records of participant research products, multiple surveys of faculty members, and personal communication. Results showed that classroom teachers effectively implemented quality classroom experiences using information technology after participation in the program. University faculty reported having a better understanding of the needs of classroom teachers and of the process of learning in general after participation in the program. Given the success of this model, the implications for implementing the LRC for engineering K-12 outreach are discussed.

Introduction

According to a report by Noeth, Cruce, and Harmston14, "[w]hile overall employment in engineering is expected to increase during the 2000–2010 period, engineering degrees over this Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education

Schielack, J., & Stuessy, C., & Nickles, G. (2005, June), Successful K 12 Teacher And Faculty Participation In A Stem Professional Development Program Paper presented at 2005 Annual Conference, Portland, Oregon. https://peer.asee.org/14851

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