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Teacher As Engineer/Researcher/Leader: Enhancing STEM Education Dr. Alan Zollman Northern Illinois University

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Title: Teacher As Engineer/Researcher/Leader: Enhancing STEM Education Dr. Alan Zollman Northern Illinois University


1
Teacher As Engineer/Researcher/Leader Enhancing
STEM Education Dr. Alan Zollman Northern
Illinois University
  • March 6, 2009
  • 200-245 pm
  • Research Council for Mathematics Learning (RCML)
  • 2009 Annual Conference
  • Rome, GA

2
The Classroom Teacher As
3
The Classroom Teacher As - An Engineer
4
The Classroom Teacher As - An Engineer - A
Researcher
5
The Classroom Teacher As - An Engineer - A
Researcher - A Leader
6
The Need More STEM Graduates Classroom Teacher
The most important influence on student
achievement and motivation
7
Need Teachers who View Themselves as Engineers
of Learning - Knowledgeable in content, skilled
in pedagogy, experienced in applications Resear
chers of Learning - Inquisitive lifelong
learners Leaders of Learning - Share their
knowledge, skills and experience with others
8
Improving teacher quality is a concerted,
synergetic approach by public schools and
universities as equal partners Working
collaboratively, we created a new
degree Master of Science in Teaching in
Engineering Education (MST-EE)
9
Background Workplace Needs Educational
Needs Poor Academic Performance Students
Beliefs Motivation
10
Alignment of Curricula, Assessments and
Pedagogy with 21st Century Needs (a) State
Learning Standards, (b) Professional
Organizations (NSTA, NCTM, ISTE) and (c)
Accreditation Board for Engineering and
Technology (ABET)
11
Traditional Approach Based upon deficit model
teachers, students, school are deficient Does
not contribute to increasing STEM supply
12
MST-EE Interdisciplinary Vision Activity
Theory Model to Triangulate Content and
Applications - Colleges of Engineering
Liberal Arts Pedagogy - Colleges of Education
Liberal Arts Implementation - School
Districts
13
Re-Engineering STEM Education Align an
overarching framework guided by Understanding by
Design (UBD) Stage 1 Determine desired learning
outcome Objectives, Enduring Understanding,
Essential Questions Stage 2 Identify
acceptable evidence Assessments Stage 3 Plan
learning experiences
14
Teacher as Engineer Student Identity
Formation and Motivation Classroom
Environment Conducive to Learning Possible
Selves Theory
15
Teacher as Engineer Integration of Content
and Pedagogy Problem-Based Learning
(PBL) Engineering Faculty participated as
Reflective Learners in Lessons
16
Teacher as Engineer STEM Literacy
Numeracy Reading, Writing, Listening,
Speaking, Researching for student learning
17
Teacher as Engineer Teaching Models
Compatible to STEM Education Instructional
Purpose Engineering Faculty participated as
Reflective Learners in Lessons
18
Teacher as Engineer Problem-Based
Learning Learning material in context
Recursive Process - integrating new
knowledge to synthesize solutions Relevant to
the Learner
19
Teacher as Engineer Problem-Based Learning
Examples Designing super effective
sunscreen using nanoparticles Disaster
preparedness simulations
20
Teacher as Engineer Professional Engineering
Applications Private Sector internships in
engineering laboratories
21
Teacher as Researcher Action
Research Iterative inquiry process identify
problem, research question, design
intervention, implementation, describing
data, collect data, analyze plan,
communicate findings, reflect for future
action.
22
Teacher as Researcher Action
Research Support conducting action research -
Masters Project
23
Teacher as Leader Communicate Results
Action Research to Colleagues Share Modules
and Lesson Plans Serve as Mentors
24
Courses 1. Introduction to Emerging
Technologies 2. Instructional Design and
Development 3. Nanotechnology and Applications
I 4. Introduction to Energy Engineering 5.
Applied Fuel Cell Engineering II 6.
Nanotechnology and Application II 7. Applied
Engineering Probability and Statistics 8.
Applied Modern Manufacturing and Quality Control
9. Homeland Security 10. 3-Credit hours of Summer
Internships 11. 3-Credit hours in a Master
Project 12. Pedagogical/Content Cohesion across
Courses
25
First Cohort of 23 Teachers 12 - Inner-City
African-American School District 11 - Inner-City
Hispanic School District 16 - High School
Teachers 7 - Middle School Teachers 9 -
Women 14 - Men 2 - Mathematics Teachers 10 -
Science Teachers 1 - Learning/Media Center 10 -
Industrial Technology Teachers (Welding,
Automotive, Construction, Technology)
26
Acknowledgement This work was supported in part
by the Illinois Mathematics and Science
Partnership Program/ISBE/US Department of
Education, funded by NCLB, Title II, Part B, US
DOE
27
Alan Zollman, Mathematical Sciences, Northern
Illinois University (NIU) Mansour Tahernezhadi,
College of Engineering Engineer. Tech.,
NIU Carla Cooper Shaw, Teaching Learning, NIU
Kathleen Kitts, Geology Environmental
Geosciences, NIU Penny Billman, University
Outreach, NIU Dennis Cesarotti, Engineering
Technology, NIU Francine Falk-Ross, Literacy
Education, NIU Regina Rahn, Industrial Systems
Engineering, NIU M Cecil Smith, Leadership,
Education Psychology Foundations, NIU Michael
Haji-Sheikh, Electrical Engineering, NIU Pradip
Majumdar, Mechanical Engineering, NIU Joel
Merrill, West Aurora School District 129 Jeffery
Kullens, Harlem School District 122
28
Dr. Alan Zollman Department of Mathematical
Sciences Northern Illinois University DeKalb, IL
60115 815/753-6750 zollman_at_math.niu.edu http//w
ww.ceet.niu.edu/cecourse/ website_ITEAMS/index.htm
l
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