STEM Education Center

 

Region 11 Math and Science Teacher Academy Partnership-MSTA

 

Grant Sponsor:

Minnesota Department of Education

 

Principal Investigator:

Tamara Moore, STEM Education Center

Gillian Roehrig, STEM Education Center

 

Project Personnel:

S. Selcen Guzey, STEM Education Center

Terry Wyberg, Department of Curriculum & Instruction

Mi Sun Park, STEM Education Center

Hui-Hui Wang, STEM Education Center

Micah Stohlmann, STEM Education Center

Kristie Tank, STEM Education Center

 

The Math and Science Teacher Partnership (MSTP), funded by the Minnesota Department of Education, is a collaboration between the University of Minnesota, Intermediate District 287, Metro ECSU, North East Metro District 916, Brooklyn Center Schools, Hamline University, Normandale College, and Sci-MathMN. The MSTP is committed to high quality professional development in math and science. The goals of the partnership project are to:

  1. Formalize the Region 11 infrastructure to provide ongoing, high quality professional development to teachers in mathematics and science.
  2. Deliver professional development for Region 11 teachers through the Algebra 3-5 training module. Deliver professional development for Region 11 secondary teachers through mathematics through science, engineering and technology (STEM).
  3. Develop a science professional development module for Region 11 teachers to integrate the Nature of Science and Engineering (NSE) standards into science content for grades 3-6.
  4. Provide technical assistance and support to school leaders and teachers to integrate use of assessment for data driven instructional decision making.

Two new training modules will be delivered during the 2009-2010 school year:

  • 6-12 STEM Integration. This module provides instructional strategies that aid grade 6-12 teachers in implementing STEM contexts into their math/science classrooms and increases their understanding of connections between the areas of STEM with emphasis on engineering.
  • 3-5 Algebra. This module provides professional development for grades 3-5 elementary teachers as they prepare their students for success in algebra. The module is developed using the Principles and Standards for School Mathematics (NCTM), the Curriculum Focal Points for Pre-kindergarten through Grade 8 Mathematics (NCTM), and the new Minnesota Academic Standards for Mathematics.

    The professional development program gives teachers a deeper understanding of Algebra they teach and abilities to identify key learning points for various algebraic ideas.

     

Professional development models described by day.
Training Day Mathematics Content and Processes
1 What is engineering and engineering design: Teachers participated in concept mapping on their thoughts on "what is engineering?" and an activity to develop their understanding of the engineering design cycle through wind turbine blade design.
2 Engineering design, redesign, and reverse engineering: By using wind turbine gear ratios activity, teachers worked through simulations of reverse engineering and developed deep understanding of engineering design cycle.
3 Problem solving and modeling: Teachers worked through the modeling eliciting process within the STEM disciplines by using various paper airplane designs.
4 Integration through technology tools: Teachers learn a variety of ways to use technology, such as TinkerPlots and Vernier Probes, in their classrooms as a means to integrating STEM.
5 Translation, discussion, explanation, and reflection: Teachers worked on how to enhance student learning of STEM concepts.

 

Publications & Presentations:

Guzey, S., Tank, K., Wang, H-H., Roehrig, G., and Moore, T. (in press). A High-Quality Professional Development for Teachers of Grades 3-6 for Implementing Engineering into ClassroomsSchool Science and Mathematics.

Wang, H.-H., Moore, T.J., Roehrig, G.H., & Park, M.S. (2011). STEM integration: The impact of professional development on teacher perception and practiceJournal of Pre-College Engineering Education Research, 1(2), 1-13

Roehrig, G.H., Moore, T.J., Wang, H.-H., & Park, M.S.  (2012). Is adding the E enough?: Investigating the impact of K-12 engineering standards on the implementation of STEM integrationSchool Science and Mathematics, 112, 31-44.

Guzey, S., Moore, T.J., & Roehrig, G. (in press). Genetics: A topic for context-based STEM education. Submitted to the STEM Exemplary Science Program (ESP) monograph.

Wang, H., Moore, T.J., Roehrig, G.H., Park, M.S. (in press). STEM integration: The impact of professional development on teacher perception and practice. Journal of Pre-College Engineering Education Research.

Moore, T.J., Roehrig, G.H., Wang, H., & Park, M.S. (2011, April). Not Your Typical Chair-ity Case: STEM Integration as a Means for Engineering Design. National Association of Research in Science Teaching, Annual Conference, Orlando, FL.

Wang, H., Roehrig, G.H., Moore, T.J., & Park, M.S. (2011, January).  Engineering in Science Education: The Impact of Professional Development Program on Different Subject Areas of Science Teachers in Adding Engineering Concepts in Their Teaching. Association of Science Teacher Education, Minneapolis, MN.

 

See more about this project:

November 29, 2010 - Golden Valley Patch
Video: Noble Elementary Teachers and Students Benefit from Science Grant. The organization Region 11 provides training at Noble Elementary to incorporate the engineering design process into 3rd, 4th and 5th grade classrooms.

Go to the Region 11 MSTP web site.

 

 

 

MSTP

 

 

 

 

 

 

MSTP