Summer Research and Collaborative Professional Development Experience for NSF RET Teachers in Advanced Manufacturing and Materials

2016 ◽  
Author(s):  
Ahsan Mian ◽  
Margaret Pinnell ◽  
Leanne Petry ◽  
Raghavan Srinivasan ◽  
Suzanne Franco ◽  
...  
Keyword(s):  
Professional Development ◽  
Field Trips ◽  
Advanced Manufacturing ◽  
Research Projects ◽  
Research Experience ◽  
Engineering Research ◽  
Regional Universities ◽  
National Science Foundation Research ◽  
Research Experience For Teachers ◽  
K 12

The current collaborative National Science Foundation Research Experience for Teachers (NSF-RET) site placed seventeen in-service and pre-service teachers with research mentors at one of the three regional universities WSU, CSU, and UD to work on engineering research projects. These research projects were chosen in such a way so that they were relevant to regional strengths in advanced manufacturing and materials. In addition to research, the RET teachers participated in various professional development (PD) activities such as “boot camp” facilitated by ASM Materials Education Foundation prior to the start of their research experience, field trips, seminars given by guest speakers and group work that produced K-12 curriculum related to the teams’ research experience. The teacher groups also presented the developed STEM curriculum and the final laboratory project results, and provided regular guided reflections regarding their efforts during the six-week program. This paper presents a brief overview of the collaborative RET project and details the achievement during the first project year. Emphasis is given to the collaborative PD activities of all seventeen teachers and the research projects performed by the two WSU RET groups comprised of four in-service and two pre-service teachers.

Development of a Multidisciplinary Engineering Research Program for Middle/High School Teachers

2018 ◽  
Author(s):  
Wen Li ◽  
Joshua Kim ◽  
Drew Kim ◽  
Adam Alster ◽  
Marianne Livezey ◽  
...  
Keyword(s):  
High School ◽  
High School Teachers ◽  
Stem Education ◽  
Research Program ◽  
Summer Program ◽  
Research Experience ◽  
School Teachers ◽  
Engineering Research ◽  
Research Experience For Teachers ◽  
K 12

Science, technology, engineering, and mathematics (STEM) education in K-12 schools is critical to inspire young students and prepare them for future college coursework and careers in science and engineering. An effective mechanism for creating and sustaining successful STEM education is to train well-qualified K-12 teachers with a positive attitude and deep knowledge skills in STEM fields. Supported by the National Science Foundation’s Research Experience for Teachers program (NSF RET), the RET Site at Michigan State University (MSU) aims to build a multidisciplinary engineering research program for middle and high school teachers and their students, within a coherent theme of “Smart Sensors and Sensing Systems”. This paper presents an introduction to the MSU’s Site program and highlights the learning outcomes and achievements of the RET participants. The MSU Site has four main components including authentic research experience for teachers during an intensive summer program; curriculum development by integrating engineering design units into teachers’ courses; professional skill development through seminars, facility tours, and field trips; and finally classroom implementation of the developed curricula. Throughout the 6-week summer program, teacher participants were given the opportunity to work closely with graduate students and engineering professors on current research projects in university laboratories. The teachers’ research activities culminated with a final poster report and oral presentation during a symposium at the end of the summer program. Follow-up classroom visits helped to build a strong connection between local middle/high schools and MSU to smooth students’ transitions to college. Since 2016, the Site has graduated 21 middle and high school teachers from the greater Lansing-Detroit area that serve large populations of minority and female students. These RET teachers have produced over 24 sets of curriculum plans and classroom activities, 3 sets of which have been published by an online digital library, TeachEngineering.org (TE), and 8 sets of which have been accepted by TE. Finally, from the findings of the RET Site, the paper discusses best practices and recommendations for incorporating teachers into a university laboratory setting.

Development of an Integrated Research, Curricular, Historically-Informed and Extracurricular Learning Environment

2012 ◽  
Vol 1472 ◽  
Author(s):  
William M. Cross ◽  
Jon J. Kellar ◽  
Grant A. Crawford ◽  
Stanley M. Howard ◽  
Dana J. Medlin ◽  
...  
Keyword(s):  
Native American ◽  
Extracurricular Activities ◽  
New Technologies ◽  
National Research Council ◽  
Historical Background ◽  
Research Experience ◽  
Metallurgical Engineering ◽  
Faculty Supervision ◽  
National Science Foundation Research ◽  
K 12

ABSTRACTThe Department of Materials and Metallurgical Engineering faculty at the South Dakota School of Mines and Technology (SDSM&T) has developed a unique undergraduate program that integrates research, extracurricular activities, and outreach experiences. A common thread throughout the program is an introduction to the artistic and historical background of metallurgical engineering. These activities use kinesthetic learning to promote student learning of metallurgical engineering, aspects often not traditionally included in engineering curricula. These programs are similar to those envisioned by the National Academy of Engineering in response to the changing needs of engineering. These are described in two visionary books published by the National Research Council.A major focus of the program integrates blacksmithing activities with curricular, extracurricular, and outreach activities. All SDSM&T students are invited to a weekly blacksmithing activity called Hammer-in. Blacksmithing-related laboratories were added to the curriculum. Additionally, students developed a portable blacksmithing laboratory with faculty supervision. The laboratory has been taken to K-12 schools, including Native American schools on reservations, to reach out to regional students, thereby promoting interest in STEM careers. The success of these activities led to their incorporation into a National Science Foundation Research Experience for Undergraduate (REU) at SDSM&T called Back to the Future that focuses on understanding new technologies through historical antecedents. The SDSM&T students who participated in this REU used this experience as part of their junior/senior design courses. This program has increased enrollment in the department and has led to better learning outcomes for the students.

scholarly journals First-Year Effects Of An Engineering Professional Development Program On Elementary Teachers

2013 ◽  
Vol 4 (1) ◽  
pp. 67-84 ◽  
Author(s):  
So Yoon Yoon ◽  
Heidi Diefes-Dux ◽  
Johannes Strobel
Keyword(s):  
Professional Development ◽  
Elementary Teachers ◽  
Positive Impact ◽  
Development Program ◽  
Teacher Characteristics ◽  
First Year ◽  
Engineering Research ◽  
Teachers Perceptions ◽  
Year Effect ◽  
K 12

The ultimate objective of teacher professional development (TPD) is to deliver a positive impact on students’ engagement and performance in class through teacher practice via improving their content and pedagogical content knowledge and changing their attitudes toward the subject being taught. However, compared to other content areas, such as mathematics and science, relatively few engineering TPD programs have been developed, and there has been a lack of research on the effective practice of TPD for K-12 engineering education. As a part of a five-year longitudinal project, this study reports the first-year effect of TPD offered by the Institute for P-12 Engineering Research and Learning (INSPIRE) at Purdue University on elementary teachers integrating engineering. Thirty-two teachers of second through fourth grade from seven schools attended a one-week intensive Summer Academy and integrated engineering lessons throughout the year. Based on a pre- and post-test research design, multiple measures were utilized to examine changes in teachers’ knowledge and perceptions of engineering and their variations in knowledge and perceptions by school and teacher characteristics. Overall, teachers were satisfied with the engineering TPD program, significantly increased their engineering design process knowledge, and became more familiar with engineering. While teachers’ knowledge about engineering did not vary by school and teacher characteristics, some aspects of teachers’ perceptions regarding engineering integration and their practice differed by school and teacher characteristics. 

Assessing Efficacy of a New Research-Oriented Peer Mentoring Program: YOU’RE@CU

2011 ◽  
Author(s):  
Janet Y. Tsai ◽  
Daria Kotys-Schwartz ◽  
Virginia Ferguson ◽  
Beverly Louie
Keyword(s):  
Graduate Students ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Student Interest ◽  
Research Projects ◽  
Research Experience ◽  
Engineering Research ◽  
University Of Colorado ◽  
New Research ◽  
The University

At the University of Colorado, Boulder, a new program designed to link graduate students with 1st and 2nd year undergraduate students through engineering research projects and mentoring relationships was initiated in Spring 2011. Your Own Undergraduate Research Experience at the University of Colorado (YOU’RE@CU) has three main goals: (1) increase retention of undergraduate students in engineering, particularly women and underrepresented minorities (URMs); (2) excite undergraduate student interest in research projects and future careers in academia or industry; (3) provide graduate students with training and hands-on mentoring experience with the expectation that this will positively influence graduate student choices to seek a career in academia. This paper illustrates the details of the YOU’RE@CU program during its pilot implementation in Spring 2011. The assessment strategy and methods are also explained, with presentation of qualitative data and discussion of the overall data analysis process.

scholarly journals The Role of Emotions in Teachers’ Professional Development: Attending a Research Experience for Teachers (RET) Program

2019 ◽  
Vol 2019 ◽  
pp. 1-12 ◽  
Author(s):  
Margareta M. Thomson ◽  
Jeannine E. Turner
Keyword(s):  
Professional Development ◽  
Classroom Practice ◽  
Teaching Practices ◽  
The United States ◽  
Research Experience ◽  
Study Results ◽  
Science Teaching Practices ◽  
Research Experience For Teachers ◽  
Positive Correlations ◽  
Teachers Professional Development

The current study investigated teachers’ emotions, motivations, and changes to classroom practice as related to their involvement in a 6-week summer professional development (PD) program. Participants (N=67) attended the Research Experience for Teachers (RET) program at a large university in the United States. Overall, study results showed that emotions played an important role in teachers’ engagement in the RET program and triggered changes in teachers’ thinking and implementation of their science teaching practices. Positive correlations were found among teachers’ motivations and emotions about their PD experience, as well as changes to their teaching practices. Interview data provided more depth to understanding participants’ views of their RET experiences.

Research Experience for Veterans and Teachers: Motivation, Program Description, Outcomes and Expectations for Future

2014 ◽  
Author(s):  
Mahender Mandala ◽  
Mary Goldberg ◽  
Jonathan Pearlman ◽  
Rory Cooper
Keyword(s):  
Academic Career ◽  
Research Experience ◽  
Undergraduate Level ◽  
Post Secondary ◽  
Research Experience For Teachers ◽  
Program Description ◽  
K 12 ◽  
Realization Process ◽  
Product Realization ◽  
Two Populations

Students, especially from the underrepresented groups, are largely underprepared for and unaware of all the STEM opportunities at the undergraduate level. We have recognized this need with two populations: students that come directly out of K-12 schools and military veterans transitioning into college. We offer two programs to combat lower STEM enrollment and attrition at post-secondary institutions: a Research Experience for Teachers program that instructs teachers on an innovative product realization process to excite their K-12 students about STEM disciplines and an Experiential Learning for Veterans in Assistive Technology and Engineering program as a mechanism to advise and prepare Veterans with disabilities for their transition from the combat field to an academic career. In the following paper we look at a novel attempt to combining the two seemingly diverse populations of Teachers and Veterans in a single training initiative, made possible by their overlapping needs and STEM theme.

Sign in / Sign up

Export Citation Format

Share Document