R&D: Quality Cyber-Enabled, Engineering Education Professional Development to Support Teacher Change and Student Achievement (E2PD)

工程学的学习可以提高所有学生解决问题和批判性思维的能力，并为技术工作场所做好准备。 早期接触工程原理可能会增加所有学生对STEM领域的兴趣，而将问题嵌入社会问题可能有助于招募代表性不足的群体加入STEM企业。 INSPIRES计划实施这些想法，并测试它们对学习和教学的影响。 普渡大学INSPIRES项目中使用的面对面研讨会通过网络基础设施进行扩展，并使用基于视频的真实的指导和异步学习体验。 一个视频和音频网络将普渡大学的小学教师与研究人员和教育工作者联系起来，形成一个致力于在小学实施工程教育的实践社区。 一个学习的进展，基于工程是小学和模型引出的数学材料，是为小学教师，以提高他们的能力，以适应和完善工程学习材料在他们的课堂上。 现有的评估工具将进行修订，并开发新的，必要时，以衡量专业发展，包括对教师，学生，管理人员和家长的知识，态度和工程和工程教育的行为工程的影响。 该研究计划确定了教师和学生的知识，能力和行为的变化，从引进工程，面对面和网络使教师专业发展和社区建设的属性，可以转换成主用户和设计师的教师工程教育的小学学习者。 这项研究涉及三个队列组的约120名教师。

The study of engineering can advance the problem solving and critical thinking ability of all students and prepare them for the technological workplace. Early exposure to engineering principles may increase all students' interest in STEM fields, while embedding problems in social issues may aid in the recruiting of underrepresented groups to the STEM enterprise. The INSPIRES program implements these ideas and tests their impact on learning and teaching. The face-to-face workshops used in the INSPIRES program at Purdue are extended through cyber-infrastructure with the use of video-based mentoring in real time and an asynchronous learning experience. A video and audio network links elementary school teachers with researchers and educators at Purdue to form a community of practice dedicated to implementing engineering education at the elementary grades. A learning progression, based on the Engineering is Elementary and model-eliciting mathematics materials, is developed for elementary school teachers to increase their ability to adapt and refine engineering learning materials in their classrooms. Existing assessment instruments will be revised and new ones developed, as necessary, to measure the impact of the professional development that includes engineering on teacher, student, administrator and parent knowledge, attitudes, and behaviors about engineering and engineering education. The research plan identifies the changes in teacher and student knowledge, the abilities and behaviors resulting from the introduction of engineering, and the attributes of face-to-face and cyber-enabled teacher professional development and community building that can transform teachers into master users and designers of engineering education for elementary learners. The study involves about 120 teachers in three cohort groups.