Building Capacity for Preparing Teacher-Engineers for 21st Century Engineering

这个能力建设项目是教育学院，工程学院和理学院之间的合作伙伴关系，并正在建立一个工程本科课程，以培养了解人们如何学习的当前知识的教师工程师，并使用这种理解在课堂上实施有效的教学方法。 为了实现预期的结果，该项目正在努力实现两个直接目标：（1）建设基础设施，培养有效且知识渊博的教师工程师，他们将在K-12环境中教学;（2）加强三所UTEP学院之间的合作伙伴关系和当地学区，以支持教师工程师的成功发展。 该项目正在重新设计有针对性的工程课程，将其与现有的教育课程相结合，并将其与K-12教室的实地经验相结合。 这些行动为教师工程师注入了一种基于实践的学习方法，并为他们提供了对教学，学习和工程的教学和技术内容的深刻理解。该项目正在扩展现有的诺伊斯学者计划，并正在建立一个独特的基础设施，将基于探究的学习纳入理论和实践。 教育类课程为探究式教学提供理论支撑，而重新设计的工程类课程则为探究式教学提供实践支撑。 正是这种理论指导实践的模式，为诺伊斯工程学者提供了以探究为基础的知识和经验，既让K-12学生参与学习，又让他们对工程作为一种职业选择感到兴奋。该项目正在向更广泛的社区宣传一种培养教师工程师的模式，他们拥有知识，技能，以及在数学和科学（包括工程和技术应用）方面的教学能力。 围绕教学和学习的探究模式重新设计的工程课程也使所有入学的学生受益于对内容的深入概念理解。 作为少数民族服务机构，该项目正在积极影响高素质的K-12 STEM教育工作者的多样性。

This Capacity Building project is a partnership between the College of Education, College of Engineering, and College of Science, and is establishing an undergraduate program in engineering to produce teacher-engineers who understand current knowledge of how people learn and who implement effective pedagogical approaches in their classroom using this understanding. To achieve the desired outcome, the project is working to achieve two immediate goals: (1) building the infrastructure for producing effective and knowledgeable teacher-engineers who will teach in K-12 settings; (2) strengthening partnerships among the three UTEP colleges and local school districts to support successful development of teacher-engineers. The project is re-designing targeted engineering course curricula, is coupling those with existing education courses, and is integrating them with field experiences in K-12 classrooms. These actions are infusing a practice-based approach to learning in the teacher-engineers, and are providing them with deep understanding of the pedagogical and technical content of teaching, learning, and engineering.The project is extending an existing Noyce Scholars Program and is building a unique infrastructure that incorporates inquiry-based learning both in theory and in practice. The education courses are providing the theoretical underpinnings of inquiry teaching and learning, while the re-designed engineering courses are providing the practice of the theory. It is this theory-informs-practice model that is providing Noyce Engineering Scholars with the knowledge and experience to teach in an inquiry-based manner that both engages K-12 students in their learning and excites them about engineering as a career option.The project is informing the broader community of a model for preparing teacher-engineers who have the knowledge, skills, and abilities to teach in mathematics and science including engineering and technology applications. The engineering courses re-designed around inquiry models of teaching and learning also are benefitting all enrolled students from the deepened conceptual understanding of the content. As a minority serving institution, the project is positively impacting the diversity of highly qualified, K-12 STEM educators.