CEEMS: The Cincinnati Engineering Enhanced Mathematics and Science Program

CEEMS：辛辛那提工程增强数学和科学计划

• 批准号: 1102990
• 负责人: Anant Kukreti
• 金额: $ 743.37万
• 依托单位: University of Cincinnati Main Campus
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-09-01 至 2018-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1102990&HistoricalAwards=false
• 关键词: CEEMS; Cincinnati; Engineering; Enhanced; Mathematics

The Cincinnati Engineering Enhanced Mathematics and Science Program (CEEMS) is led by the University of Cincinnati as the higher education Core Partner in Partnership with fourteen Core Partner school districts: Cincinnati Public Schools, Oak Hills, Princeton, Norwood, Winton Woods, and a Rural STEM Consortium of nine school districts. CEEMS works to meet the growing need for engineering-educated teachers who are equipped to provide learners with opportunities to achieve recently revised Ohio State Science Standards juxtaposed with Universal Skills (21st Century Learning Skills). These standards are centered in "real world application: connections to engineering." To address this local, regional, state, and evolving national need, CEEMS offers four professional development pathways to teacher preparedness: 1. Masters in Curriculum and Instruction (CI) degree with Engineering Education (MCIEE) specialization; 2. Summer Institute for Teachers (SIT); 3. Education Pathway with Licensure for Engineering (EPLE) majors; and 4. Engineering Education Pathway for Career Changers (EEPCC).The key to these pathways are eight new courses focusing on engineering and science content, and design and challenge-based pedagogy. Leveraging these courses in combination with existing Course and Curriculum Master's of Education pedagogical courses, CEEMS develops and deploys two pathways for in-service teachers (MICEE degree and SIT with certificate) and three pathways for pre-service teachers (MICEE degree with licensure, dual undergraduate engineering degree with teaching licensure, and teaching licensure for professionals with a STEM undergraduate degree). Preparation of SIT participants allows them to (1) integrate the materials into the courses they teach and (2) disseminate and provide professional development to their colleagues through a district-level "teacher leaders" dissemination program and a regional annual STEM education conference. With this tiered approach, CEEMS is reaching a total of 1,925 teachers (160 pre-service and 1,765 in-service) over five years. These teachers are impacting more than 38,500 7-12 grade students per year.The five implementation goals of this engineering-based CEEMS MSP are to: (1) Improve 7-12 student science and mathematics achievement to prepare for and increase interest in the college study of engineering or other STEM careers; (2) Develop mathematics and science teacher knowledge of engineering and the engineering design and challenge-based instruction process through explicit training and classroom implementation support; (3) Recruit engineering undergraduates as science or mathematics teachers through involvement in teaching experiences with younger college students in the schools and through a succinct licensure program; (4) Recruit career changers to science or mathematics teaching through succinct licensure programs; and (5) Build a collaborative sustainable education licensure STEM degree-granting infrastructure positively impacting the entire region.CEEMS is firmly rooted in current research in the fields of science, mathematics and engineering education. It affords a much-needed opportunity to study how students learn mathematics and science if engineering is used as the context. The CEEMS research effort uses a mixed method design to respond to the following questions: (1) How do students in a design and challenge-based learning environment engage in decision making, strategic planning, evaluation and revision of plans, creative thinking, and task persistence? (2) How do students in design and challenge-based learning environments perceive their involvement in STEM careers? (3) What measures and instruments are most effective at capturing and documenting these learning tasks? (4) How are the teachers' gains in knowledge of engineering transferred into instructional plans? (5) What supports and barriers do teachers encounter as they implement their plans with students? and (6) How do the knowledge gains and implementation factors impact the teachers' pedagogical content knowledge?

辛辛那提工程增强数学和科学计划（CEEMS）由辛辛那提大学领导，作为与十四个核心合作伙伴学区合作的高等教育核心合作伙伴：辛辛那提公立学校，奥克山，普林斯顿，诺伍德，温顿伍兹和九个学区的农村STEM联盟。CEEMS致力于满足对工程教育教师日益增长的需求，这些教师有能力为学习者提供机会，以实现最近修订的俄亥俄州国家科学标准与通用技能（21世纪世纪学习技能）并列。这些标准以“真实的世界应用：与工程的联系”为中心。“为了解决这个地方，区域，国家和不断变化的国家需要，CEEMS提供了四个专业发展途径教师准备：1。硕士课程和教学（CI）学位与工程教育（MCIEE）专业化; 2。暑期教师学院（SIT）; 3。教育途径与工程许可证（EPLE）专业;和4。职业改变者工程教育途径（EEPCC）。这些途径的关键是八门新课程，重点是工程和科学内容，以及设计和基于挑战的教学法。利用这些课程与现有的课程和课程教育硕士教育学课程相结合，CEEMS开发和部署在职教师的两条途径（MICEE学位和SIT证书）和三条途径职前教师（MICEE学位与执照，双本科工程学位与教学执照，以及STEM本科学位专业人员的教学执照）。SIT参与者的准备使他们能够（1）将材料融入他们教授的课程中，（2）通过地区一级的“教师领导者”传播计划和区域年度STEM教育会议向同事传播和提供专业发展。通过这种分层办法，CEEMS将在五年内向总共1 925名教师（160名职前教师和1 765名在职教师）提供服务。这些教师每年影响超过38，500名7-12年级的学生。这个基于工程的CEEMS MSP的五个实施目标是：（1）提高7-12学生的科学和数学成绩，为工程或其他STEM职业的大学学习做准备并增加兴趣;（2）通过明确的培训和课堂实施支持，发展数学和科学教师的工程知识、工程设计和基于挑战的教学过程;（3）通过参与学校年轻大学生的教学经验和通过简洁的许可计划，招聘工程本科生担任科学或数学教师;（4）通过简洁的许可计划招聘职业转换者从事科学或数学教学;和（5）建立一个合作的可持续教育许可证STEM学位授予基础设施，对整个地区产生积极影响。CEEMS牢牢扎根于科学，数学和工程教育领域的当前研究。它提供了一个急需的机会，研究学生如何学习数学和科学，如果工程作为背景。 CEEMS研究工作使用混合方法设计来回答以下问题：（1）学生在设计和挑战为基础的学习环境中如何参与决策，战略规划，评估和修改计划，创造性思维和任务坚持？(2)在设计和挑战为基础的学习环境中，学生如何看待他们在STEM职业中的参与？(3)什么样的措施和工具是最有效的捕捉和记录这些学习任务？(4)教师在工程知识方面的收获如何转化为教学计划？(5)教师在与学生实施计划时遇到哪些支持和障碍？（6）知识获得与实施因素如何影响教师的学科教学知识？