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2020 Annual Conference
The ASEE 2020 Virtual Annual Conference content is available.
Ticketed event: $40.00
Although the advent of Next Generation Science Standards has led to a strong push for effective K-12 STEM education across K-12, there is still great confusion among K-12 educators as to how to effectively represent the “E” in “STEM.” In fact, relatively few K-12 teachers are focusing on the engineering practices and habits of mind that engineers know are central to the profession – largely because few of them are equipped to do so. If ASEE would like these teachers, who are on the front lines teaching K-12 students, to understand what engineering is and how to most effectively teach it, then those teachers must receive professional development (PD) that adequately prepares them to do so. Unfortunately, many PD providers have been working without any structured guidance to help them determine whether their PD is poised to support teachers in the ways that are most needed. Similarly, many consumers of such PD – both K-12 educators and the K-12 administrators who are responsible for supporting them – have had to search without guidance for experiences that will meet their needs. This workshop seeks to address this problem by introducing providers and consumers of engineering PD to (1) a research-based set of Standards for Professional Development for K-12 Teachers of Engineering, and (2) the supporting Matrix that will enable them to identify their goals for engineering PD and determine whether given instances of engineering PD adequately support those goals.
In addition to the providers and consumers of PD, this workshop will be of interest to researchers who study professional development in engineering. Until now, no agreed-upon set of standards has existed to describe what such PD should address, nor has any guide been available to describe what such standards might look like in practice. The Standards and Matrix to be presented in this workshop have been developed, tested, and refined in a multi-year effort that has involved dozens of practitioners and researchers in the field of engineering education. The upcoming publication in the Journal of Pre-college Engineering Education Research of a literature review supporting the standards will solidify these Standards as a benchmark for researchers studying the preparation and support of K-12 teachers of engineering. (The paper is in the revision process at the time of submission, but a draft with full references is available on the ASEE website at http://www.asee.org/conferences-and-events/outreach/egfi-program/k12-teacher-professional-development.)
Finally, it is important to note that ASEE leadership has financially supported the effort to develop the Matrix that will be used by participants in this workshop, and is considering offering professional services built around it. This workshop will introduce participants to the Matrix and its value for categorizing professional development opportunities, and will enable the presenters to gather information that may inform ASEE’s plans to build the aforementioned professional services.
Dr. Stacy Klein-Gardner serves as the Director of the Center for STEM Education for Girls at the Harpeth Hall School in Nashville, Tenn. Here she leads professional development opportunities in STEM for K-12 teachers and works to identify and disseminate best practices from successful K12, university, and corporate STEM programs for females. This center also leads a program for rising high school girls that integrates community service and engineering design in a global context. She continues to serve as an adjunct professor of the Practice of Biomedical Engineering Vanderbilt University.
Cheryl Farmer is the founding Program Manager and Project Director of UTeachEngineering. Funded through a five-year, $12.5 million grant from the National Science Foundation, UTeachEngineering offers a well-designed, well-rounded, design-based high school engineering course that can be implemented at low cost in virtually any setting, as well as a variety of professional development programs for pre-service and in-service teachers who want to add engineering to their teaching portfolio. Prior to co-founding UTeachEngineering, Ms. Farmer spent several years managing programs for both the K-12 and higher education markets. Before entering higher education, Ms. Farmer worked as a project manager in the environmental field. Her education includes graduate work in mathematics and business administration, a B.A. in Mathematics and Liberal Arts, with highest honors, from The University of Texas, Austin.