June 23, 2013
June 23, 2013
June 26, 2013
K-12 & Pre-College Engineering
23.1263.1 - 23.1263.17
Training Secondary Math and Science Teachers to Bring an Engineering Perspective to the ClassroomAbstract This paper describes the development and implementation of a NSF-supported Math andScience Partnership (MSP) Program, led by a higher education core partner in partnership withfourteen core partner school districts. This MSP works to meet the growing need for engineeringeducated teachers who are equipped to provide learners with opportunities to achieve recentlyrevised Ohio State Science Standards juxtaposed with Universal Skills (21st Century LearningSkills). These standards are centered in “real world application: connections to engineering.”The Next Generation Science Standards raise engineering design to same level as scientificinquiry and also the new common core math standards call for students to practice applyingmathematical ways of thinking to real world issues and challenges. To address this local,regional, state, and evolving national need, one of the programs offered in this MSP is a SummerInstitute for Teachers (SIT). This paper focuses on presenting the following: the details of thedevelopment and implementation of SIT; the feedback and evaluation of this experience; thesupport provided to take back the SIT experience to participating teachers’ classrooms anddisseminate it to other teachers both locally and regionally; and lessons learned from theimplementation of SIT and its academic year integration. To address the need for a new paradigm in learning math and science using a frameworkof engineering education, this MSP employs a range of pedagogical approaches but emphasizesdesign- and challenge-based instruction in the development of a new five-course sequence inengineering and a three-course sequence in science content and pedagogy. Leveraging theseeight courses in combination with existing Curriculum and Instruction Masters of Educationpedagogical courses, this MSP develops and deploys two pathways for in-service teachers:Masters in Curriculum and Instruction (CI) degree with Engineering Education (MCIEE)specialization; (2) Summer Institute for Teachers (SIT) with an Engineering EducationCertificate; and three pathways for pre-service teachers: MCIEE degree with licensure, dualundergraduate engineering degree with teaching licensure, and teaching licensure forprofessionals with a STEM undergraduate degree. The SIT program is a complementary component to MCIEE. Each year, twenty teachersfrom partnering school districts who desire to become leaders in secondary engineeringeducation are selected to participate in this intensive, seven-week summer program. Participantsenroll for two consecutive summers leading to a Certificate in Engineering Education. Theycomplete three core engineering courses, one core science course, and two electives, one inengineering and one in science. Additionally, the participants enroll in a seminar designed tocoach the teachers to convert the knowledge gained during the summer into three engagingclassroom units per year to increase student awareness, readiness, and disposition towardsSTEM. They are assisted and coached by a Resource Team of eight professionals, five K-12education specialists and three retired engineering and scientist practitioners. The ResourceTeam members attend selected classroom implementations, observe videotaped instruction, andmeet participants during the academic year. All teachers’ units will be made available on adedicated project website using a standard format. Preparation of SIT participants allows themto also disseminate their products locally in the district through two professional developmentworkshops and regionally though an annual STEM conference.
Kukreti, A. R., & Rutz, E., & Steimle, J., & Jackson, H. E., & Maltbie, C. (2013, June), Training Secondary Math and Science Teachers to Bring an Engineering Perspective to the Classroom Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/22648
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