1887
  1. Home
  2. Conference Proceedings
  3. QScience Proceedings
  4. Engineering Leaders Conference 2014 on Engineering Education
  5. Conference paper

Abstract

Aggie STEM serves K-12 teachers and students by providing professional development (PD) over a wide range of STEM educational topics in a variety of formats and settings. The goal of the PD is to provide teachers with the tools they need for effective classroom instruction, with the objective of increasing the STEM pipeline by providing students with more engaging instruction in formal and informal settings. This paper describes Aggie STEM's role in improving STEM instruction and experiences through PD for teachers and summer camp for students. By supporting teachers to improve classroom instruction, Aggie STEM impacted more students than was possible by teaching secondary students in the classroom. In a single year, through PD to more than 800 teachers, the number of students whose STEM knowledge was enriched exceeded 24,000.

© 2015 Morgan, Capraro, Capraro, Nite, licensee Bloomsbury Qatar Foundation Journals.
Loading

Article metrics loading...

/content/papers/10.5339/qproc.2015.elc2014.23
2015-08-29
2024-11-20
Loading full text...

Full text loading...

/deliver/fulltext/qproc/2015/4/qproc.2015.elc2014.23.html?itemId=/content/papers/10.5339/qproc.2015.elc2014.23&mimeType=html&fmt=ahah

References

  1. National Academies. Rising above the gathering storm: Energizing and employing America for a brighter economic future. Washington, DC: National Academies Press 2007.
     [Google Scholar]
  2. Capraro RM, Capraro MM, Morgan J, Scheurich J, Jones M, Huggins K, Corlu SM, Han SY, Younes R. The impact of sustained professional development in STEM in a diverse urban district. Journal of Educational Research, in press.
     [Google Scholar]
  3. Guskey TR, Yoon KS. What works in professional development? Phi Delta Kappan. 2009; 90::495–500.
     [Google Scholar]
  4. Garet MS, Porter AC, Desimone L, Birman BF, Yoon KS. What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal. 2001; 38:4:915–945.
     [Google Scholar]
  5. Fraser BJ. Developing of a test of science-related attitudes. Science Education. 1978; 62::509–515.
     [Google Scholar]
  6. Oner T. Effects of robotics and mega-structures on spatial ability and attitudes toward STEM. 2013;, presented at the 36th annual meeting of the Southwest Educational Research Association, San Antonio, TX.
     [Google Scholar]
  7. Capraro MM, Capraro RM, Nite SB, Morgan JR, Peterson CA. Does inclusion of the arts in STEM project-based learning increase motivation for learning for urban students in informal settings? 2014;, Accepted for presentation at International Conference on Urban Education, Montego Bay, Jamaica.
     [Google Scholar]
  8. Capraro MM, Capraro RM, Morgan JR, Nite SB, Peterson CA. Science, technology, engineering, and mathematics (STEM) education: A longitudinal examination of secondary school intervention. 2014;, Proceedings of the 2014 Frontiers in Education Conference, Madrid, Spain.
     [Google Scholar]
  9. Desimone LM, Porter AC, Garet MS, Yoon KS, Birman BF. Effects of professional development on teachers’ instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis. 2002; 24::81–112.
     [Google Scholar]
/content/papers/10.5339/qproc.2015.elc2014.23
Loading
Increasing the STEM pipeline: Impact of a multi-faceted STEM organization
QScience Proceedings 2015, 23 (2015); https://doi.org/10.5339/qproc.2015.elc2014.23
/content/papers/10.5339/qproc.2015.elc2014.23
/content/papers/10.5339/qproc.2015.elc2014.23
Loading

Data & Media loading...

Most Cited Most Cited RSS feed

This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error