Board 171: The Design of a Course to Train STEM Pre-Service Teachers (Work-in-progress)
- Conference
- Location
-
Portland, Oregon
- Publication Date
-
June 23, 2024
- Start Date
-
June 23, 2024
- End Date
-
July 12, 2024
- Conference Session
-
Pre-College Engineering Education Division (PCEE) Poster Session
- Tagged Division
-
Pre-College Engineering Education Division (PCEE)
- Permanent URL
-
https://peer.asee.org/46734
Paper Authors
Garth V Crosby Texas A&M University
Dr. Garth V. Crosby is an associate professor in the Engineering Technology & Industrial Distribution Department at Texas A & M University. He obtained his M.S. and Ph.D. degrees from Florida International University in Computer Engineering and Electrical
Maram H Alaqra Sharjah Education Academy
Dr. Maram Alaqra has over 17 years’ experience in education, working across higher education and K-12 settings. Dr. Alaqra has taught graduate and undergraduate courses at Texas A&M University, which included over eight years of research experience on STEM education. Having spoken widely on STEM education internationally and throughout the US, Dr. Alaqra has also been part of large-scale STEM education research projects funded by the National Science Foundation, National Institute of Health, and Department of Education.
Dr. Alaqra’s research agenda has emphasized culturally relevant teaching and learning through designing culturally sensitive learning environments for students to improve STEM self-efficacies and interests. Research interests include: STEM education, culturally relevant instruction, STEM self-efficacy, community-based learning, and 21st Century skills.
Pamela Simmons-Brooks Texas A&M University
Pam Simmons-Brooks is an experienced educator with Texas A&M University Engineering/Texas A&M Engineering Experiment Station (TEES) on the Spark! PK-12 Engineering Education Outreach team in Workforce Development.
She has extensive experience in providing engineering outreach programming for PK-12 educators and students, including coordinating an annual virtual STEM conference with global reach for educators, creating and implementing professional development on embedding engineering practices into K-12 science, providing support for student researchers in grades 6-12 to participate in the state science & engineering fair, and fostering K-12 students' interest in engineering careers through campus engagement events. In addition, she has multiple years of experience in secondary science curriculum development; science classroom instruction in middle school, high school, and college; and STEM presentations/workshops for educators in national, state, and local settings.
She is pursuing a Doctor of Philosophy in Curriculum and Instruction with the Texas A&M University School of Education and Human Development in Science Education, STEM/Engineering. Research interests include: professional development on engineering practices/design for in-service K-12 science educators, project-based and inquiry-oriented teaching strategies at pre-college levels for preservice STEM teachers.
Morgan H. Krauss Texas A&M University
Morgan H. Krauss is a Program Specialist for Spark PK-12 Engineering Education Outreach in the College of Engineering at Texas A&M University. She earned her BS in Geology from Texas A&M University, College Station in 2020.
Shelly Tornquist Texas A&M University
Director of Spark! PK-12 Engineering Education Outreach with Texas A&M Engineering. Her team strives to ignite and foster an engineering spirit from pre-kindergarten through the 12th grade. Dedicated to harnessing the educational power of the maker movement, Spark! was awarded a mobile makerspace from Andeavor, and strives to empower the PK-12 educator by offering professional development through its Maker U program. Spark! is also the new home of the State Science and Engineering Fair of Texas hosting 4,000 6th-12th grade students.
Prior to Texas A&M, she was a Master Teacher in Spring Branch Independent School District for 26 years and a Department Chair for Memorial High School in Houston, Texas. Always interested in unleashing the imagination of students, she incorporated 3D printing in her classroom for 18 years, and was awarded the PTA District School Bell Award for her service in STEM Education.
She has been a leader in engineering education in the state of Texas throughout her career. Projects include creating and leading new teacher boot camps, developing the Texas standards for the Math/Physical Science/Engineering teacher certification and most recently developing the Texas Essential Knowledge and Skills frameworks in STEM education. Widely known for her work with Project Lead The Way (PLTW), she served as the State Lead Master Teacher training over 700 teachers in PLTW Core Training Institutes for 13 years.
Shelly holds a B.S. degree in Industrial Design and Development and a M.Ed. in Teacher Leadership. She believes in empowering teachers, who then empower students to go out and change our world.
Bugrahan Yalvac
Texas A&M University
orcid.org/0000-0002-3675-1936
Bugrahan Yalvac is an Associate Professor of Science and Engineering Education in the Department of Teaching, Learning, and Culture at Texas A&M University, College Station. He received his Ph.D. in Science Education at the Pennsylvania State University in 2005. Prior to his current position, he worked as a Learning Scientist for the VaNTH Engineering Research Center at Northwestern University for three years. Dr. Yalvac’s research is in STEM education, 21st century skills, and design and evaluation of learning environments informed by evidence based pedagogies and the How People Learn framework.
Abstract
In pre-college levels, integrated science, technology, engineering, and mathematics (STEM) are often taught by science or mathematics teachers. These teachers lack the engineering and technology background and they do not necessarily use project-based and inquiry-oriented instructional strategies. To close the gap in the qualified STEM education teacher workforce, the authors developed and piloted a novel course to train preservice STEM teachers to effectively employ project-based and inquiry-oriented teaching strategies at pre-college levels. This 3-credit research and design experience course was piloted in the Spring 2023 semester. The preservice STEM teachers, enrolled in the course, engaged in hands-on activities, engineering project-based training, inquiry-based learning techniques through research training, makerspace training, field experience, and mentorship. The course comprised two parts. In part I, the students received research training. In part II, the students engaged in engineering design and makerspace professional development. In this paper, we report on the course design elements and the impact of the course activities on students’ self-efficacy in teaching STEM subjects using emerging technology, as well as their teaching approaches and understanding of student learning. The authors conducted a mixed methods study and collected both qualitative and quantitative data. Preliminary results of the multiyear study are presented. Initial findings indicate a heightened confidence of the students in their ability to deliver STEM content in secondary classrooms. Students improved their teaching approaches and reported positive experiences with the course.
Crosby, G. V., & Alaqra, M. H., & Simmons-Brooks, P., & Krauss, M. H., & Tornquist, S., & Yalvac, B. (2024, June), Board 171: The Design of a Course to Train STEM Pre-Service Teachers (Work-in-progress) Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/46734
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2024 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015