CEEMS Summer Institute Administrators’ Academy Challenge-Based Learning

1. NSF Targeted Math-Science Partnership (MSP): “CEEMS: The Cincinnati Engineering Enhanced Mathematics and Science Program” CEEMS Summer Institute Administrators’ Academy Challenge-Based Learning Anant Kukreti & Eugene Rutz July 25, 2012

2. Presentation Outline • Goals and Expectations of the Grant • Program Structure • Challenge Based Learning (CBL) • Administrators Academy: Goals and Expectations

3. CEEMS MSP Goals Goal 1: Improve 7-12 student science and math achievement to prepare for and increase interest in college study in engineering or other STEM careers.

4. CEEMS MSP Goals Goal 2: Develop math and science teacher knowledge of engineering and the engineering DBL & CBL instruction process

5. CEEMS MSP Goals Goal 3: Recruit engineering undergraduates to be teachers of science or math through early teaching experiences

6. CEEMS MSP Goals Goal 4: Recruit career changers to be teachers of science or mathematics through succinct licensure programs.

7. CEEMS MSP Goals Goal 5: Build a STEM education licensure infrastructure for the region that is collaborative sustainable

8. Overall Expected Impact To establish a cadre of teachers, some new to the teaching profession and others well experienced in the classroom, who will implement through teaching and learning the explicit authentic articulation of engineering with science and mathematics in 7-12 grade classrooms

9. Overall Program’s Structure • Summer Institute for Teachers (SIT) • Masters in Curriculum and Instruction (CI) degree with Engineering Education (MCIEE) specialization • Education Pathway with Licensure for Engineering (EPLE) majors • Engineering Education Pathway for Career Changers (EEPCC) • Woodrow Wilson Fellows will also be enrolled in courses Using engineering design and challenge-based learningenvironment (DBL & CBL), 5 engineering and 3 science courses are used in combination with the existing CI M.Ed. courses to develop following 4 Pathways:

10. Educational Pathway Courses Engineering Courses: • Engineering Foundations • Applications of Technology • Engineering Applications of Mathematics • Engineering Models • Engineering Energy Systems Science Courses: • Modeling & Applications in Physical Sciences • Modeling & Applications in Biological Sciences • Modeling & Applications in Earth Systems

11. Educational Pathway 1 Summer Institute for Teachers (SIT): Certificate of Engineering Education • Seven-week summer program for in-service teachers • Six engineering & science courses taken in two summers • Follow-up guided academic year implementation

12. Educational Pathway 1 (Cont.’d) SIT Participants will: • Integrate the materials into the courses they teach • Disseminate and provide professional development to their colleagues through a district-level “Teacher Leaders" Dissemination Program • Present at a regional annual STEM Education Conference

13. Educational Pathway 1 (Cont.’d) SIT Participants are expected to produce: • 3 Classroom CBL Units (CU): 1 CU fully developed each summer and implementation plan for 2 additional CU. Each CU will be aligned to common core standards based on student data that shows an area of need. • A lesson consists of 2 or more activities designed to meet specific learning goals. • A unit is a combination of at least 2 lessons. • Each lesson/unit addresses real world Application, Career awareness, and Societal impact (ACS). • Pre/post assessment for each CU. • Video tutorials for each CU that highlight the lesson’s approach to learning. • Videotaped classroom implementations.

14. Educational Pathway 2 Masters in Curriculum and Instruction (CI) degree with Engineering Education (MCIEE) specialization • For pre-service teachers seeking an initial Ohio Adolescent to Young Adult (OAYA) math or science teaching license and master’s degree • For in-service math or science teachers seeking an advanced degree

15. Educational Pathway 3 Education Pathway with Licensure for Engineering (EPLE) majors • A new ACCEND (Accelerated Engineering Degree) program option to complete both a B.S. in an engineering major and an OAYA teaching licensure in 5 years.

16. Educational Pathway 4 Engineering Education Pathway for Career Changers (EEPCC) • For persons with an undergraduate engineering, math, or science degree who want to become a secondary teacher • This is a licensing pathway without a degree

17. CEEMS OUTCOMES • Increased engagement of students in math and science classrooms • Improved depth of understanding of science and math principles and applications with special attention to engineering DBL & CBL instruction • Increased number of studentswho pursue STEM studies in college and enter the STEM workforce. • Improved quality, quantity and diversity of teachers who integrate engineering ACS (Applications, Career awareness, and understandings of Societal impact) in their instruction to increase student awareness, readiness, and disposition towards STEM careers and the education needed.

18. CEEMS Partnership • University of Cincinnati is the higher education Core Partner • 14 Core Partner School Districts: • Cincinnati Public Schools • Oak Hills • Princeton • Norwood • Winton Woods • The Rural Clermont STEM Consortium of 9 school districts

19. Targeted Impacts Expected CEEMS Intends to reach: • A total of 1,925 teachers in five years: • 160 pre-service • 1,765 in-service • These teachers should impact more than 38,500 7-12 grade students per year

20. Enabling Teachers to Succeed • The summer courses must provide the experiences that will enable the teachers to be successful • In the summer courses • The process is of primary importance • The quantity of content is of secondary importance

21. Enabling Teachers to Succeed • Teachers will use appropriate (useful to grade level; associated with standards) content learned in the summer courses • Teachers will use the process learned in the summer courses in order to help students better learn and apply math and science

22. Problem Based Learning • Problem-based learning (PBL) is an approach that challenges students to learn through engagement in a real problem. It is a format that simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing students in the active role of problem-solvers confronted with an ill-structured situation that simulates the kind of problems they are likely to face in complex organizations.

23. Challenge Based Learning • Challenge-based learning builds on problem-based learning models where students engage in self-directed work scenarios (or “problems”) based in real life. The teacher’s primary role shifts from dispensing information to guiding the construction of knowledge by his or her students around an initially ill-defined problem. Students refine the problem, develop research questions, investigate the topic, and work out a variety of possible solutions before identifying the most reasonable one.

24. Challenge Based Learning • Documentation of the process and a high-quality production of findings further serve to give the process relevance to the world of actual work. A unique feature of challenge-based learning is that problems are (can be) tied to an idea of global importance (war or the sustainability of water supply).

25. Challenge Based Learning Big Idea Essential Question The Challenge Guiding Questions Guiding Activities Guiding Resources Solution – The Design Cycle Identify Alternatives Select Best Solution Implement Improve Defending and Disseminating

26. Challenge-Based Learning • The Big Idea - an idea of global importance; for example sustainability of natural resources such as water, food, energy, and air • Essential Question - serves as the link between our lives and the big idea. The question should be answerable through research; for example what is the impact of my water consumption on my community?

27. Challenge-Based Learning • The Challenge - turns the essential question into a call to action by charging participants with developing a local solution to a global problem. A challenge is immediate and actionable. Choosing and setting up the challenge is crucial to student engagement. For example “Reduce your family’s (or your school’s) water consumption.”

28. Challenge-Based Learning • Guiding Questions, Actions, Resources - students identify what they need to know and identify resources and activities to answer their questions. For example, guiding questions might include: How do we use water? How much water do we use? How is water wasted? Guiding activities, including research, calculations, expert interviews, etc. that help them acquire the knowledge needed to answer the guiding questions

29. Challenge-Based Learning • Solution: • Identify Alternatives – using what was discovered in the previous step, develop various methods (processes or products) that can meet the challenge • Select Best Solution – using analysis, decision matrix, prototyping, surveys, etc. select the alternative that is judged to best meet the need.

30. Challenge-Based Learning • Solution: • Implement – Build the product or put the process in place to meet the challenge • Evaluate – collect data and make observations to measure the effectiveness of the solution. As time permits, refine the process or product as appropriate.

31. Challenge-Based Learning • Defending and Disseminating- students document their experience using journals, audio, video, and photography throughout the process. Reports and presentations are appropriate. Students can also create a solution video that includes a description of the challenge, a brief description of the learning process, the solution, and the results of the implementation.

32. Administrators Academy • Build administrative support both at the school and district level to ensure the successful implementation of CEEMS. • Provide administrators with a deeper understanding of CBL process, how it fits in the Ohio Revised Academic Content Standards, how it looks like in the classroom, and how this will help students be more college and career ready. • Develop an appreciation of the “new” nature of the teacher responsibilities and activities (and implicitly how their support as an administrator is needed).

33. Administrator’s Role • Support during implementation of CBL units (more time; depth of standards vs. breadth). • Help with planning of the two professional development workshops/sessions in their district by CEEMS participants. • Submit a quarterly report on classroom implementation in their building (format provided). • Develop and implement a plan for use of incentive fundsprovided by CEEMS to improve the math and science programs in their district/building.

34. Administrator’s Role (Cont.’d) • Obtain consent forms needed for evaluation. • Help with gathering of data for NSF. • Allow visitors to observe/videotape participants. • Allow teachers to attend and present at the CEEMS STEM Annual Conference in May.

35. Questions / ObservationsCEEMS is supported by the National Science Foundation (grant #1102990). Any opinions, findings, conclusions, and/or recommendations are those of the investigators and do not necessarily reflect the views of the Foundation.