skip to main content
OSTI.GOV title logo U.S. Department of Energy
Office of Scientific and Technical Information

Title: STEM teacher training: challenges and successes along the K-20 teacher pipeline

Authors:
 [1]
  1. Los Alamos National Laboratory
Publication Date:
Research Org.:
Los Alamos National Lab. (LANL), Los Alamos, NM (United States)
Sponsoring Org.:
USDOE
OSTI Identifier:
1170654
Report Number(s):
LA-UR-12-01229; LA-UR-12-1229
DOE Contract Number:
AC52-06NA25396
Resource Type:
Conference
Resource Relation:
Conference: Title V STEM Education Conference ; March 12, 2012 ; San Antonio, TX
Country of Publication:
United States
Language:
English
Subject:
99 GENERAL AND MISCELLANEOUS

Citation Formats

Salazar, Melissa. STEM teacher training: challenges and successes along the K-20 teacher pipeline. United States: N. p., 2012. Web.
Salazar, Melissa. STEM teacher training: challenges and successes along the K-20 teacher pipeline. United States.
Salazar, Melissa. Wed . "STEM teacher training: challenges and successes along the K-20 teacher pipeline". United States. doi:. https://www.osti.gov/servlets/purl/1170654.
@article{osti_1170654,
title = {STEM teacher training: challenges and successes along the K-20 teacher pipeline},
author = {Salazar, Melissa},
abstractNote = {},
doi = {},
journal = {},
number = ,
volume = ,
place = {United States},
year = {Wed Mar 07 00:00:00 EST 2012},
month = {Wed Mar 07 00:00:00 EST 2012}
}

Conference:
Other availability
Please see Document Availability for additional information on obtaining the full-text document. Library patrons may search WorldCat to identify libraries that hold this conference proceeding.

Save / Share:
  • Business, industry, parks, nature settings, government infrastructure, and people, can be invaluable resources for connecting STEM curriculum within context which results in conditions ideal for promoting purposeful learning of authentic STEM content. Thus, community-based STEM resources offer ideal context for teaching STEM content. A benefit of focusing teacher attention on these contextual, content aligned resources is that they are in every community; making place-based STEM education a possibility, regardless of the location of STEM teaching and learning. Further, associating STEM teaching and learning with local resources addresses workforce development and the STEM pipeline by exposing students to STEM careers andmore » applications in their local communities. The desire to align STEM teaching and learning with local STEM related resources guided the design of our week-long integrated STEM K-12 teacher professional development (PD) program, i-STEM. We have completed four years of our i-STEM PD program and have made place-based STEM a major emphasis of our curriculum. This report focuses on the data collected in the fourth year of our program. Our week-long i-STEM PD served over 425 educators last summer (2013), providing them with in depth theme-based integrated STEM short courses which were limited to an average of 15 participants and whole group plenary sessions focused around placed based integrated STEM, inquiry, engineering design, standards and practices of Common Core and 21st Century skills. This state wide PD was distributed in five Idaho community colleges and took place over two weeks. The STEM short courses included topics on engineering for sustainability, using engineering to spark interest in STEM, municipal water systems, health, agriculture, food safety, mining, forestry, energy, and others. Integral to these short courses were field trips designed to connect the K-12 educators to the resources in their local communities that could be leveraged for teaching integrated STEM and provide a relevant context for teaching STEM content. Workplace presentations made by place-based STEM experts and provided teachers field trips to place-base STEM industries and business such as manufacturing plants, waste water treatment systems, mines, nature parks, food processing plants, research, hospitals, and laboratory facilities. We researched the 425 participants’ conceptions of place-based STEM prior to and after their taking part in the summer institutes, which included fieldtrips. Our findings revealed substantial increase in our participants’ knowledge, interest, and plans to use place-based resources for teaching integrated STEM. We detail the data analysis and provide a theoretical foundation and justification for the importance of place-based STEM to address the STEM pipeline for the future workforce.« less
  • Industry Initiatives for Science and Math Education (IISME) in the San Francisco Bay Area planned and convened the second national conference for representatives of scientific work experience programs for K-12 teachers (SWEPs) at Lawrence Hall of Science, University of California at Berkeley October 13-14, 1994. The goal of this conference was to further strengthen the growing community of SWEP managers and teacher participants by providing an opportunity for sharing expertise and strategies about the following: (1) How SWEPs can complement and stimulate systemic education reform efforts; (2) Assessment strategies piloted by the ambitious multi-site evaluation project funded by the U.S.more » Department of Energy (DOE) as well as smaller evaluation projects piloted by other SWEPs; (3) Expanding and strengthening the base of teachers served by SWEPs; (4) Ensuring that SWEPs adequately support teachers in affecting classroom transfer and offer {open_quotes}more than just a summerjob{close_quotes}; (5) Sustaining and expanding new programs. A special teacher strand focused on leadership development supporting teachers to become effective change agents in their classrooms and schools, and developing strong teacher communities.« less
  • The Industry Initiatives for Science and Math Education (IISME) program, founded six years ago, is among those of which we are most proud, because of its success. IISME has identified 70 different scientific work experience programs for science and math teachers in 31 states and the District of Columbia. Approximately 45 of the IISME programs in this country are industry-based; 21 are part of the DOE-sponsored Teacher Research Associate (TRAC) Program; the remainder are university-based. Of the 70 known programs nationwide, nearly 40 are represented here today. Teachers work side by side with an industry mentor, then return to themore » classroom with renewed enthusiasm, firsthand experience with new technologies, and an improved understanding of industry's workforce needs and information about science careers to share with their students. This conference provided a forum for the interaction of K--12 teachers for information sharing about their programs of alliances and their plans to improve science education.« less
  • The Industry Initiatives for Science and Math Education (IISME) program, founded six years ago, is among those of which we are most proud, because of its success. IISME has identified 70 different scientific work experience programs for science and math teachers in 31 states and the District of Columbia. Approximately 45 of the IISME programs in this country are industry-based; 21 are part of the DOE-sponsored Teacher Research Associate (TRAC) Program; the remainder are university-based. Of the 70 known programs nationwide, nearly 40 are represented here today. Teachers work side by side with an industry mentor, then return to themore » classroom with renewed enthusiasm, firsthand experience with new technologies, and an improved understanding of industry`s workforce needs and information about science careers to share with their students. This conference provided a forum for the interaction of K--12 teachers for information sharing about their programs of alliances and their plans to improve science education.« less