CEEMS: The Cincinnati Engineering Enhanced Mathematics and Science Program

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，作为高等教育的核心合作伙伴，与14个核心合作伙伴学区合作：辛辛那提公立学校、橡树山、普林斯顿、诺伍德、温顿伍兹，以及由9个学区组成的农村STEM联盟。CEEMS致力于满足对受过工程教育的教师日益增长的需求，这些教师有能力为学习者提供机会，实现最近修订的俄亥俄州科学标准与通用技能(21世纪学习技能)并列。这些标准以“真实世界的应用：与工程的联系”为中心。为了满足地方、地区、州和不断变化的国家需求，CEEMS提供了四条教师准备的专业发展道路：1.课程与教学硕士(CI)学位和工程教育(MCIEE)专业；2.暑期教师学院(SIT)；3.工程(EPLE)专业的教育途径；以及4.转业者的工程教育途径(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。利用这些课程和现有的教育学硕士课程，CEEMS为在职教师开发和部署了两种途径(MICEE学位和SIT证书)和三种途径(MICEE学位和教师资格证书)，以及三种途径(MICEE学位和教师资格证书，双本科工程学位和STEM本科学位专业人员的教师资格)。SIT参与者的准备工作使他们能够(1)将材料整合到他们所教授的课程中，(2)通过地区一级的“教师领袖”传播计划和地区年度STEM教育会议向他们的同事传播和提供专业发展。通过这种分级方法，CEEMS在五年内总共接触到1,925名教师(160名职前教师和1,765名在职教师)。这些教师每年影响超过38,500名7-12年级的学生。这项以工程为基础的CEEMS MSP的五个实施目标是：(1)提高7-12年级学生的科学和数学成绩，为大学学习工程或其他STEM职业做准备并提高他们的兴趣；(2)通过明确的培训和课堂实施支持，发展数学和科学教师对工程以及工程设计和基于挑战的教学过程的知识；(3)通过参与学校年轻大学生的教学经验和简洁的许可证计划，招募工程本科生为科学或数学教师；(4)通过简洁的许可计划招募转行到科学或数学教学的人；以及(5)建立一个协作的可持续教育许可STEM学位授予基础设施，对整个地区产生积极影响。CEEMS坚定地植根于当前科学、数学和工程教育领域的研究。如果以工程学为背景，它为研究学生如何学习数学和科学提供了一个亟需的机会。CEEMS的研究工作使用混合方法设计来回答以下问题：(1)在设计和基于挑战的学习环境中，学生如何参与决策、战略规划、评估和修订计划、创造性思维和任务持久性？(2)在设计和基于挑战的学习环境中，学生如何感知他们参与STEM职业生涯？(3)什么措施和工具最有效地捕捉和记录这些学习任务？(4)教师如何将工程知识转化为教学计划？(5)教师在与学生实施计划时遇到哪些支持和障碍？(6)知识获取和实施因素如何影响教师的教学内容知识？

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?