June 26, 2011
June 26, 2011
June 29, 2011
K-12 & Pre-College Engineering
22.1552.1 - 22.1552.18
Translating Research Experiences into Classroom Practice: An RET ProjectThe Research Experience for Teachers (RET) program at ____________ is a collaboration of theNSF ERC ___________ at ________ and _______’s Center ____________. The RET provideshigh school science teachers research experiences in engineering research projects, related todeveloping better medicines, from which they can develop basic knowledge and skills in the areaof pharmaceutical particulate and composite systems that they could incorporate into theirteaching practices. A systematic process has been implemented to guide and support theteachers as they develop modules for implementation in their classrooms. The training thatteachers received included instruction on how to develop standards-based lesson plans, the basicsof experimental design and an introduction to statistical methodology. Evaluation instrumentsdeveloped or adapted by _____________ are used to measure the impact of the program onteachers’ concerns about the programs, attitudes toward engineering and their ability to writestandards-based lesson plans.As a result of the teachers’ participation in the research experience, not only is their ownknowledge-base enriched but synthesizing their experience in order to integrate the acquiredcontent knowledge and skills into a learning module will assist them in enriching theircurriculum. The “Module Development – Outcomes Matrix” was introduced to the teachers as atool to organize their thoughts into well-defined learning objectives and student learningoutcomes, student-focused learning experiences, and assessment strategies and criterion forlevels of mastery that could guide them in the development of their instructional module. Groupand individual feedback was provided for the refinement of the learning objectives and learningexperiences throughout the summer experience. The teachers revised the outcome matrix as theyimproved and/or clarified the elements summarized in the matrix. At the end of their summerexperiences, teachers made presentations on their research project accomplishments andchallenges along with a revised version of the outcomes matrix used to draft their instructionalmodule. After implementation of the module, teachers collect and assess the student workproducts, and will submit anonymous examples of student work along with a refinedinstructional module that can be used as an indicator of the extent to which the project outcomeswere achieved.The proposed paper describes the process of developing curriculum modules based on theteachers’ research, starting with a statement of their research practice, then identifying areas inthe high school curricula into which the research best fits, and identifying specific activities offocus. The paper also describes how program faculty and staff worked with teachers to developlessons using standards-based lesson planning and how the outcomes matrix designed to helpteachers develop their modules was used.
Carpinelli, J. D., & Kimmel, H. S., & Hirsch, L. S., & Burr-Alexander, L., & Narh, K. A., & Davé, R. N. (2011, June), Translating Research Experiences into Classroom Practice: An RET Project Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. https://peer.asee.org/18765
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