Professional Development for STEM Teachers in Rural Counties to Broaden Participation in Engineering

Abstract The research design for the STEM Excellence in Engineering Equity (SEEE) Project is intended to lay the groundwork for further research and development by 1) identifying indicators of successful model implementation, 2) assessing the feasibility of implementing the curriculum in rural science, technology, engineering and mathematics (STEM) secondary classrooms, and 3) collecting initial data on the program's effect on the classroom environment and student's engagement and interest in engineering. To meet this objective, the research team employed an iterative cycle of development review, testing and revision of the various program components. Over the last two years of this NSF BPE grant, the program team (engineering faculty and engineering students from rural high-schools, a nonprofit, research partner and advisory board) developed and refined a professional development (PD) program to guide rural-area secondary school teachers to integrate evidence-based engineering content, effective pedagogical practice and innovation indicators of education equity. The NEIR (Normalize, Empower, Inclusive, Relevant) model focusses on classroom equity integrated with the engineering design process used to connect science, technology and math content. Two PD workshops (ranging from 2-3½ days, supplemented by year-long Faculty Learning Communities) have trained twenty-five teachers from seventeen different schools (four counties), and eight returning teachers; in addition, six administrators from two different counties participated in various components of the PD program. In terms of the three objectives for the research plan, the research study identified the following findings: 1. Indicators of successful model implementation emerged from teacher's feedback on how their classes changed through their use of the NEIR model. The changes observed by the teachers included: a. The teacher's role in the classroom changed from providing answers and instructions to serving as a facilitator and advisor, allowing students to work on challenges and failures on their own and with their peers. b. Projects that engage student in problem solving and the design process rather than kits or high structured activities c. Examples of how the teachers use NEIR in the classroom d. Classroom activities that required collaboration among all students, which included changes to classroom organization 2. Assessing the feasibility of implementing the curriculum in rural STEM classrooms: Teacher's feedback during learning community sessions, interview and focus group responses, and responses to the Stages of Concern (SOC) questionnaire from the Concerns-Based Adoption Model (CBAM) suggest that teachers were engaged with the program and found the model usable and feasible to implement. 3. Collecting initial data on the program's effects on the classroom environment and student's engagement and interest in engineering: the researchers collected evidence on changes to the classroom environment through feedback from teachers. All teachers indicated that use of NEIR model and the engineering design process increased student engagement and enthusiasm for coursework overall but acknowledged that engagement for some classes and students remains a challenge. This paper will describe the details of the NEIR model, engineering curriculum, PD, teacher and student survey results, and lessons learned from this innovative approach to equity in engineering education in secondary schools.