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November 13, 2009 11:35-Noon School Science & Mathematics Association 2008 Annual Conference

Synergy: An Integrated Degree to Advance STEM at the University & Public School Dr. Alan Zollman Northern Illinois University. November 13, 2009 11:35-Noon School Science & Mathematics Association 2008 Annual Conference Raleigh-Durham, NC.

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November 13, 2009 11:35-Noon School Science & Mathematics Association 2008 Annual Conference

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  1. Synergy: An Integrated Degree to Advance STEM at the University & Public SchoolDr. Alan ZollmanNorthern Illinois University November 13, 2009 11:35-Noon School Science & Mathematics Association 2008 Annual Conference Raleigh-Durham, NC

  2. Northern Illinois University (NIU) was started by the State of Illinois in 1895.

  3. Northern Illinois University (NIU) was started by the State of Illinois in 1895. A few decades ago, 75% of our NIU budget came from the State.

  4. Northern Illinois University (NIU) was started by the State of Illinois in 1895. A few decades ago, 75% of our NIU budget came from the State. Five years ago, 40% of the NIU budget came from the State.

  5. Northern Illinois University (NIU) was started by the State of Illinois in 1895. A few decades ago, 75% of our NIU budget came from the State. Five years ago, 40% of the NIU budget came from the State. Three years ago, 33% of the NIU budget came from the State.

  6. Northern Illinois University (NIU) was started by the State of Illinois in 1895. A few decades ago, 75% of our NIU budget came from the State. Five years ago, 40% of the NIU budget came from the State. Three years ago, 33% of the NIU budget came from the State. This year, the State will provide $103,937,100 of NIU's $380,447,200 budget. (That's 27.32%)

  7. So we have moved: … from being a State institution,

  8. So we have moved: … from being a State institution, … to being a State-funded institution,

  9. So we have moved: … from being a State institution, … to being a State-funded institution, … to being a State-supported institution,

  10. So we have moved: … from being a State institution, … to being a State-funded institution, … to being a State-supported institution, … to being a State-tolerated institution,

  11. So we have moved: … from being a State institution, … to being a State-funded institution, … to being a State-supported institution, … to being a State-tolerated institution, and now (with what the State did to our retirement accounts)

  12. So we have moved: … from being a State institution, … to being a State-funded institution, … to being a State-supported institution, … to being a State-tolerated institution, and now (with what the State did to our retirement accounts) … to being a State-despised institution.

  13. Need More STEM GraduatesClassroom Teacher – The most important influence on student achievement and motivation

  14. Need Teachers who View Themselves as:Engineers of Learning:- knowledgeable in content, skilled in pedagogy, experienced in applicationsResearchers of Learning:- Inquisitive lifelong learnersLeaders of Learning:- Share their knowledge, skills and experience with others

  15. Improving teacher quality is a concerted, synergetic approach by public schools and universities as equal partnersWorking collaboratively, created a new degree:Master of Science in Teaching in Engineering Education (MST-EE)

  16. BackgroundWorkplace NeedsEducational Needs Poor Academic Performance Students’ Beliefs & Motivation

  17. 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)

  18. Traditional Approach Based upon “deficit model” teachers, students, school are deficientDoes not contribute to increasing STEM supply

  19. MST-EE Interdisciplinary VisionActivity Theory Model to Triangulate Content and Applications - Colleges of Engineering & Liberal Arts Pedagogy - Colleges of Education & Liberal Arts Implementation - School Districts

  20. Re-Engineering STEM Education Align an overarching framework guided by Understanding by Design (UBD)Stage 1 Determine desired learning outcome Objectives, Enduring Understanding, Essential QuestionsStage 2 Identify acceptable evidence AssessmentsStage 3 Plan learning experiences

  21. Teacher as EngineerStudent Identity Formation and MotivationClassroom Environment Conducive to LearningPossible Selves Theory

  22. Teacher as EngineerIntegration of Content and PedagogyProblem-Based Learning (PBL)Engineering faculty participated as reflective learners in lessons

  23. Teacher as EngineerSTEM Literacy & Numeracy Reading, Writing, Listening, Speaking, Researching for student learning

  24. Teacher as EngineerTeaching Models Compatible to STEM Education & Instructional PurposeEngineering faculty participated as reflective learners in lessons

  25. Teacher as EngineerProblem-Based Learning Learning material in context Recursive Process - integrating new knowledge to synthesize solutions Relevant to the Learner

  26. Teacher as EngineerProblem-Based Learning Examples Designing super effective sunscreen using nanoparticles Disaster preparedness simulations

  27. Teacher as EngineerProfessional Engineering Applications Private Sector internships in engineering laboratories

  28. Teacher as ResearcherAction Research Iterative inquiry process: identify problem, research question, design intervention, implementation, describing data, collect data, analyze plan, communicate findings, reflect for future action.

  29. Teacher as ResearcherAction Research Support conducting action research - Master’s Project

  30. Teacher as LeaderCommunicate Results Action Research to ColleaguesShare Modules and Lesson PlansServe as Mentors

  31. 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

  32. Alan Zollman, Mathematical Sciences, Northern Illinois University (NIU)Mansour Tahernezhadi, College of Engineering & Engineer. Tech., NIUCarla Cooper Shaw, Teaching & Learning, NIU Kathleen Kitts, Geology & Environmental Geosciences, NIUPenny Billman, University Outreach, NIUDennis Cesarotti, Engineering Technology, NIUFrancine Falk-Ross, Literacy Education, NIURegina Rahn, Industrial & Systems Engineering, NIUM Cecil Smith, Leadership, Education Psychology & Foundations, NIUMichael Haji-Sheikh, Electrical Engineering, NIUPradip Majumdar, Mechanical Engineering, NIUJoel Merrill, West Aurora School District 129Jeffery Kullens, Harlem School District 122

  33. Dr. Alan ZollmanDept. of Mathematical Sciences Northern Illinois UniversityDeKalb, IL 60115815/753-6750zollman@math.niu.edu

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