NSF Targeted Math-Science Partnership (MSP): - PowerPoint Presentation

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NSF Targeted Math-Science Partnership (MSP): “CEEMS: The Cincinnati Engineering Enhanced Mathematics and Science Program”

CEEMS Summer Institute Administrators’ AcademyChallenge-Based LearningAnant Kukreti & Eugene RutzJuly 25, 2012

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Presentation Outline

Goals and Expectations of the Grant

Program Structure

Challenge

Based

Learning (CBL)

Administrators Academy: Goals and Expectations

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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.

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CEEMS MSP Goals

Goal 2:Develop math and science teacher knowledge of engineering and the engineering DBL & CBL instruction process

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CEEMS MSP Goals

Goal 3:Recruit engineering undergraduates to be teachers of science or math through early teaching experiences

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CEEMS MSP Goals

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

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CEEMS MSP Goals

Goal 5:Build a STEM education licensure infrastructure for the region that is collaborative sustainable

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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

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Overall Program’s Structure

Using engineering design and challenge-based learning environment (DBL & CBL), 5 engineering and 3 science courses are used in combination with the existing CI M.Ed. courses to develop following 4 Pathways:

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

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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

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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 summersFollow-up guided academic year implementation

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Educational Pathway 1 (Cont.’d)

SIT Participants will:

Integrate the materials into the courses they teachDisseminate and provide professional development to their colleagues through a district-level “Teacher Leaders" Dissemination ProgramPresent at a regional annual STEM Education Conference

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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

A

pplication,

C

areer awareness, and

S

ocietal impact (

ACS

).

Pre/post assessment

for each CU.

Video tutorials

for each CU that highlight the lesson’s approach to learning.

Videotaped classroom implementations

.

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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 degreeFor in-service math or science teachers seeking an advanced degree

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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.

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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 teacherThis is a licensing pathway without a degree

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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 students

who pursue STEM

studies in college and enter the STEM workforce.

Improved quality, quantity and diversity of teachers

who integrate engineering

ACS

(

A

pplications,

C

areer awareness, and understandings of

S

ocietal impact) in their instruction to increase student awareness, readiness, and disposition towards STEM careers and the education needed.

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CEEMS Partnership

University of Cincinnati is the higher education Core Partner14 Core Partner School Districts: Cincinnati Public SchoolsOak HillsPrincetonNorwoodWinton WoodsThe Rural Clermont STEM Consortium of 9 school districts

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Targeted Impacts Expected

CEEMS Intends to reach:

A total of 1,925 teachers in five years:160 pre-service 1,765 in-serviceThese teachers should impact more than 38,500 7-12 grade students per year

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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

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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

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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.

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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.

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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).

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Challenge Based Learning

Big Idea

Essential Question

The Challenge

Guiding Questions

Guiding Activities

Guiding Resources

Solution – The Design Cycle

Defending and Disseminating

Identify Alternatives

Select Best Solution

Implement

Improve

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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?

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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.”

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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

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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.

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Challenge-Based Learning

Solution:

Implement

– Build the product or put the process

i

n 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.

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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

.

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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).

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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 funds

provided by CEEMS to

improve the math and science programs in their

district/building.

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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

.

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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.