enhancing teacher knowledge in pre-engineering software applications
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PROVIDING PROFESSIONAL DEVELOPMENT FOR PLTW AND OTHER
STEM TEACHERS
Enhancing Teacher Knowledge in Pre-Engineering Software
Applications
L A U R A L E M I R E – E N G I N E E R I N G C O O R D I N AT O RT H E C O M M U N I T Y C O L L E G E O F B A LT I M O R E C O U N T Y,
M D
Overview
PLTWCCBC’s role in providing professional
developmentTraining structureResults of CCBC’s trainingExpansion of training programApplication to other topicsDiscussion
What is PLTW?
A not-for-profit organizationDeveloped pre-engineering courses for
middle and high school studentsCurriculum taught in ≈3,500 schools in 50
statesFor teacher certification
Must attend intense 2-week summer training Learn the curriculum and associated software
High School “Pathway to Engineering” Courses
Core Introduction to Engineering Design (IED) Principles of Engineering (POE) Engineering Design and Development (EDD -
Capstone)Options
Aerospace Engineering Civil Engineering and Architecture Computer Integrated Manufacturing Digital Electronics
Middle School “Gateway to Technology” Units
Core Design and Modeling Automation and Robotics
Options Flight and Space Science of Technology Magic of Electrons Energy and the Environment
Professional Development Training
Provided by Affiliate Universities for PLTW teachers and counselors in their region Maryland Affiliate University = UMBC
Affiliate Universities offer Summer core training by course - STI Fall workshops Major curriculum revision updates
CCBC’s Role
Provide additional Professional Development training Originally software training just for Maryland PLTW
teachers Expanding to 7 states nationwide through NSF grant Working with PLTW HQ to make available to all
Affiliates
Why CCBC?
Existing affiliation with UMBC, Baltimore County and Baltimore City public school systems
Availability of training roomsParking accessibilityLocationFunding
TIME Center – ATE Center MSDE – Perkins Schools NSF
Questions
Does anyone here provide professional development training?
What are you hoping to gain from this session?
Training Structure
Topics CoveredMaterials CoveredInstructorsChallengesResolutionsAssessment
Topics Covered
Inventor (IED and POE) – 5th yrfischertechnik/RoboPro (POE and GTT) – 5th
yrCivil engineering concepts and Revit (CEA) –
3rd yrDigital Electronics (DE) – 1st yr
Material Covered
Software ChangesGotchas - things that stump teachers and/or
studentsBasic to advanced features and commandsLinks to support materialActual PLTW projects or ones with similar
featuresComponent or content reviewBest practices
Instructors
Master Teachers Teach PLTW course in middle or high school Recommended by their STI Master Teacher Teach at STIs
Affiliate Professors Engineers or technically trained in appropriate field Attended STI Teach at STIs with a Master Teacher
Professors Expert in software or content matter
Challenge - Schedule
Initially offered one level three times a year Many teachers were unable to attend all three
sessions
Attendance Challenges Scheduling conflicts Workload Weather Budget – substitutes and travel to training
Challenges - Duration and Distance
Tried four hour, six hour and eight hour sessions
Travel distance may be prohibitive Large states Traffic
Challenge - Instruction Level
Teachers with NO training STI required for certification Last minute changes
Teachers with a lot of experience Want to expand knowledge Get reinforcement in a particular area
Everything in between
Resolution
Multiple training levels - Inventor and fischertechnik
Different levels offered one to two times a year Based on length of existence of PLTW curriculum in area Teacher experience
Courses with multiple sessions Teachers asked to commit to attend both sessions Limited enrollment
Run training for full day – 8 hours Substitute at school for the whole day
Replicate training in different areas of state
Assessments
Initially – self evaluation Knowledge of topic Comfort level with material Training itself
Added targeted content assessment for knowledge Specific topic Different levels
Format Multiple choice
“I don’t know” option Application
Getting Teachers to Take Assessment
Carrots Get Continuing Education credit for completing 16 hrs Let teachers know funding depends on showing
results
Sticks Will not pay for sub unless pre and post assessments
are completed May not attend unless pre-assessment is completed
before training session
Results of Training
MARYLAND67 teachers over 3 yearsFrom 9 counties and DC Feedback was very positiveSelf-evaluation assessment scores increased
dramaticallyTest scores improvedTeachers expressed need for additional
training
NSF Grant
NSF Grant awarded July 1, 2010Train-the-trainer modelExpand program to 7 Affiliate Universities
nationwide 2010/11
Rochester Institute of Technology, NY Sinclair Community College, OH
2011/12 San Diego State University, CA University of South Carolina Purdue University, IN
2012/13 University of Texas at Tyler Milwaukee School of Engineering, WI
Training Team from CCBC
Laura LeMire Affiliate Professor Training Coordinator and civil engineering instructor
Shawn Lupoli Computer science professor fischertechnik instructor
Alan Zube, Mark Lastova and Omar Garcia Master Teachers Inventor and Revit instructors
Training Plan
Team meets with Coordinator and Instructors from expansion sites during PLTW STI training conference Gather instructor input/feedback Revise curriculum Revise assessments
Team travels to one of the new sites – conducts video/conference call with all participating sites Final preparation for training
Monthly conference calls with Coordinators
Results of Training
Fall 2010Spring 2011Both sessions attended
Results – Fall 2010
Results – Fall 2010
Results – Spring 2011
Results - Both Sessions Attended
Application to Other Topics
Registration and assessment must be user friendlyProvide notification of training well in advance
Include on state or district schedule of PD for yearSet a deadline for completing pre-training
assessmentOne to two sessions Multiple levelsA la carte training
Allows instructors at new sites flexibility within a structured environment
Better meet needs of attendees
Step by Step
1. Determine areas where teachers lack confidence/knowledge
2. Source funding!3. Identify and get commitment from trainers4. Develop content to include in training5. Develop assessment to determine success of
training6. Market training – include in PD schedule 7. Set up registration and data collection systems8. Conduct training9. Analyze results
Discussion
Follow up
Laura LeMireEngineering CoordinatorCommunity College of Baltimore County, MD443-840-5904llemire@ccbcmd.edu
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