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Training Secondary Math and Science Teachers to Bring an Engineering Perspective to the Classroom

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Conference

2013 ASEE Annual Conference & Exposition

Location

Atlanta, Georgia

Publication Date

June 23, 2013

Start Date

June 23, 2013

End Date

June 26, 2013

ISSN

2153-5965

Conference Session

K-12 Professional Development I

Tagged Division

K-12 & Pre-College Engineering

Page Count

17

Page Numbers

23.1263.1 - 23.1263.17

Permanent URL

https://peer.asee.org/22648

Download Count

35

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Paper Authors

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Anant R. Kukreti University of Cincinnati

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Dr. Anant R. Kukreti, Ph.D., is director for Engineering Outreach and professor in the School of Energy, Environmental, Biological and Medical Engineering at the University of Cincinnati (UC), Cincinnati Ohio. He joined UC in August 2000 after working for 22 years at the University of Oklahoma. He teaches structural mechanics, with research in steel structures, seismic analysis and design, and engineering education. He has won five major university teaching awards, two Professorships, two national ASEE teaching awards, and is internationally recognized in his primary research field.

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Eugene Rutz University of Cincinnati

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Eugene Rutz, PE serves as an Academic Director in the College of Engineering & Applied Science at the University of Cincinnati. Rutz is also a registered professional engineer with experience in nuclear power, radiological engineering and mechanical design. Rutz provides administrative and academic oversight of the college's combined B.S. and M.S. programs, the Master of Engineering program and an outreach program with local high schools. Rutz also serves as co-PI on the MSP project.

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Julie Steimle University of Cincinnati

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Julie Steimle received her bachelor of arts in English and Secondary Education from Thomas More College. She served as development director and managed academic programs in two non-profit organizations, Pregnancy Care of Cincinnati, and the Literacy Network of Greater Cincinnati, before coming to the University of Cincinnati in 2009. Steimle initially coordinated UC's Supplemental Educational Services Program. Currently, she is the project director of the Cincinnati Engineering Enhanced Math and Science Program.

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Howard E. Jackson University of Cincinnati

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Howard E. Jackson received the B.S. in Physics from the University of Rochester, Rochester, NY, in 1965 and the Ph.D. degree from Northwestern University, Evanston, IL, in 1971. He is currently professor of Physics and Distinguished Teaching professor, at the University of Cincinnati, Cincinnati, Ohio where he has served as both vice president of Research and as University dean of the Graduate School. His current research, supported by the NSF, centers on the optical properties from semiconductor nanowires and the role to teaching innovations on student learning in the STEM disciplines. Before joining the University of Cincinnati, he was associated with McMaster University, and the University of Toronto, Canada. Dr. Jackson is a Fellow of the American Physical Society.

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Catherine Maltbie University of Cincinnati

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Dr. Catherine Maltbie is a research associate at the University of Cincinnati Evaluation Services Center. Dr. Maltbie has a doctorate in Educational Foundations with a specialization in social and cognitive aspects of education and a bachelor of science in Chemical Engineering. She has coordinated evaluations for numerous projects related to K-20 education, educational technology, and STEM education. Dr. Maltbie has been the evaluator for numerous NSF funded projects (including ITEST, CCLI, NUE, IEECI, IMD, BPC, GK-12 Fellows, RET, STEP and MSP programs).

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Abstract

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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