AC 2012-4443: SUMMARY RESULTS FROM SEVEN YEARS OF LAT-ECHSTEP: A HIGH SCHOOL TEACHER DEVELOPMENT AND STU-DENT RECRUITING … (original) (raw)
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American Journal of …, 2011
MNTH), and a greater portion of African American students (32.2% versus 23.6% at MNTH). 2 In addition to the New Technology High School model, MNTH incorporates several other programs and initiatives in support of student learning of STEM content. These include Project Lead the Way (PLTW), FIRST Robotics, and Apple Classrooms of Tomorrow-Today (ACOT 2 ) 3 . Also, MNTH faculty participates in the Teacher Advancement Program system for annual assessment and on-going professional development.
Latechstep: Louisiana Tech University's Stem Talent Expansion Program
2007 Annual Conference & Exposition Proceedings
He teaches within the Integrated Engineering Curriculum and Multidisciplinary Senior Design series. His interests are in promoting collaboration across discipline and college boundaries in order to stimulate innovation and advancements in engineering education. Dr Crittenden received his B.S. and Ph.D. in BioMedical Engineering from Louisiana Tech University.
2019
According to the Department of Education, there are more than 2,000 teacher preparation programs (TPPs) in the United States1, but despite these numbers, concerns remain about the quality and quantity of STEM teachers in the workforce. For instance, Augustine (2007) finds that 61% of chemistry teachers and 67% of physics teachers did not major in and/or receive certification in their topic area (Augustine, 2007), and thus may not have the same content knowledge as a teacher who specialized in that topic. Furthermore, 20-30% of schools reported difficulties finding and employing STEM teachers between 2000 and 2012 (Cowan et al., 2016).
2011 ASEE Annual Conference & Exposition Proceedings
Engineers and scientist utilize the principles and theories of science and mathematics to design, test, and manufacture products that are important to the future of a nation's citizenry. With the exception of biological sciences, however, the percentage of college students seeking degrees in math, science and engineering disciplines has been declining for the past two decades. Furthermore, fewer potential engineering majors are completing rigorous college preparatory programs and graduating in the top quarter of their high schools. This shortfall has raised concerns among leaders in science, technology, engineering, mathematics, (STEM) fields. To meet the changing demands of the nation's science and engineering labor force, recognition of the importance of pre-college education intervention and implementation of challenging curricula that captures and sustains middle and high school students' achievement and interest in science and "pre-engineering" content is critical. Current research reveals that one of the most important determinants of what students learn is the expertise and pedagogy of the teacher. Accordingly, our research is focused on improving teacher quality and resulting middle and high school student learning in STEM via formation, nurturance and sustaining an important targeted school-university urban educational partnership. Our university has partnered with large urban school districts to plan, deliver and sustain a targeted inservice teacher professional development and a middle and high school STEM curriculum intervention. The partnership goals are to assist inservice middle and high school science teachers in: (1) designing and implementing integrated science and engineering curricula and (2) development of instructional methods and strategies that enable teachers to effectively (a) teach challenging content and research skills in middle and high school as demanded by state/national science standards; (b) generate knowledge and transform practice in high school STEM education, (c) cultivate a world-class STEM workforce, (d) expand students' scientific literacy, and (e) promote research that advances the frontiers of knowledge in STEM middle and high school education.
AC 2011-2156: BUILDING RELATIONSHIPS BY AVOIDING THE” SHOW-AND-GO”: A STEM PROJECT FOR HIGH SCHOOLS
asee.org
Many current political leaders in the United States advocate an increased emphasis on STEM topics in the primary and secondary school systems. As a result of this focus, there are multiple sources of funding available in the STEM outreach arena. It is tempting to seek funding through these various means and produce what could be labeled as a "Show-and-Go" program. This paper defines "Show-and-Go" as a project with a short-term focus, with little-to-no long term investment. Additionally, Show-and-Go projects focus on the "fun" aspects of engineering with very little emphasis on the underlying fundamental mathematics and science principles. These projects do create a sizable amount of initial interest, but without follow up, those short-term gains can quickly fade.
A New High School Teacher Engineering Awareness Program: Increasing The Stem Pipeline
2010
In June 2009, the College of Engineering’s Office for Diversity Programs at Louisiana State University (LSU) and the LSU Center for Scientific, Technological, Engineering and Mathematical Literacy hosted the first annual High School Teacher Engineering Awareness Program (HSTEAP). Funded by Marathon Oil Corporation, HSTEAP was developed by faculty and staff of LSU and hired facilitators. The Office for Diversity Programs at LSU instituted HSTEAP to help Louisiana science and mathematics teachers build an engineering infrastructure of knowledge and understanding, thereby promoting and strengthening the positive image of engineering and increasing interest in the high school classroom. The program consisted of a series of one week mini-workshops on the fundamentals of engineering and exposure of different engineering disciplines. Same-school math and science teacher pairs from rural, suburban and urban areas of Louisiana were selected for the program. The purpose of choosing a same-sch...
This study aims to generate a conceptual framework for specialized Science, Technology, Engineering, and Mathematics (STEM) schools. To do so, we focused on literature and found specialized STEM schools have existed for over 100 years and recently expanded nationwide. The current perception for these schools can be described as unique environments including advanced curriculum, expert teachers, and opportunities for internships and immersion. Researchers have categorized these schools with three types: (a) selective STEM schools, (b) inclusive STEM schools, and (c) schools with STEM-focused career and technical education (CTE). Finding from the studies exploring college and career readiness of students attending these schools revealed students from specialized STEM schools are performing slightly better on high-stake mathematics and science tests in comparison with students in traditional schools. Studies also showed students from specialized STEM schools are more interested in STEM, more willing to attend classes, more likely to pass state tests, and more likely to earn college degrees. After synthesizing the literature, we created a conceptual framework of effective learning environments for specialized STEM schools using an ecology metaphor. This framework included actors (students, teachers, community leaders, and role models), contextual factors (learning environments, curriculum, instructional strategies, advanced coursework, and technology use), and actions (teaching, learning, immersion, communication, partnering, mentoring, support, and assessment).
Impacts of the STEM Teacher and Researcher (STAR) Program on Teachers, Students, and Classrooms
Research in Practice: Preparing and Retaining K-12 STEM Teachers in High-Need School Districts
For over a decade, the STEM Teacher and Researcher (STAR) Program has been supported by the National Science Foundation (NSF) Robert Noyce Teacher Scholarship Program along with other funders to provide paid summer research experiences for preservice and early-career science and mathematics teachers at national laboratories and other research facilities. Research into teacher research experiences (TREs) often includes self-report data from program participants, with few studies looking at impacts on students or longer-term impacts. We present results from a set of three Noyce Track 4 Research studies regarding the impact of the STAR Program on teacher effectiveness and productive mind-set. The first study compared eight STAR and non-STAR classrooms and found measurable differences both in how teachers describe their classroom practices and in how students perceive these practices and their own interests and skills, specifically in STEM career awareness, perception of the value of ST...