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March 6, 2009 2:00-2:45 pm Research Council for Mathematics Learning (RCML) 2009 Annual Conference

Teacher As Engineer/Researcher/Leader: Enhancing STEM Education Dr. Alan Zollman Northern Illinois University. March 6, 2009 2:00-2:45 pm Research Council for Mathematics Learning (RCML) 2009 Annual Conference Rome, GA. The Classroom Teacher As:. The Classroom Teacher As: - An Engineer.

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March 6, 2009 2:00-2:45 pm Research Council for Mathematics Learning (RCML) 2009 Annual Conference

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  1. Teacher As Engineer/Researcher/Leader: Enhancing STEM EducationDr. Alan ZollmanNorthern Illinois University March 6, 2009 2:00-2:45 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 GraduatesClassroom 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 applicationsResearchers of Learning:- Inquisitive lifelong learnersLeaders 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 partnersWorking collaboratively, we created a new degree:Master of Science in Teaching in Engineering Education (MST-EE)

  9. BackgroundWorkplace NeedsEducational 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 deficientDoes not contribute to increasing STEM supply

  12. 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

  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 QuestionsStage 2 Identify acceptable evidence AssessmentsStage 3 Plan learning experiences

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

  15. Teacher as EngineerIntegration of Content and PedagogyProblem-Based Learning (PBL)Engineering Faculty participated as Reflective Learners in Lessons

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

  17. Teacher as EngineerTeaching Models Compatible to STEM Education & Instructional PurposeEngineering Faculty participated as Reflective Learners in Lessons

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

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

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

  21. 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.

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

  23. Teacher as LeaderCommunicate Results Action Research to ColleaguesShare Modules and Lesson PlansServe 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 Security10. 3-Credit hours of Summer Internships11. 3-Credit hours in a Master Project12. Pedagogical/Content Cohesion across Courses

  25. First Cohort of 23 Teachers12 - Inner-City African-American School District11 - Inner-City Hispanic School District16 - High School Teachers 7 - Middle School Teachers 9 - Women14 - Men 2 - Mathematics Teachers10 - Science Teachers 1 - Learning/Media Center10 - 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., 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

  28. Dr. Alan ZollmanDepartment of Mathematical Sciences Northern Illinois UniversityDeKalb, IL 60115815/753-6750zollman@math.niu.eduhttp://www.ceet.niu.edu/cecourse/website_ITEAMS/index.html

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