This capstone project was submitted by Shawna Egli Graduate Committee: Dr. Laurie Geller, Chairperson Dr. Narayan Dr. John Webster Dean of Graduate School Dr. Cresap Date of defense: April 4, 2012 Abstract The purpose of this study was to determine how teachers who attended a six-day STEM Institute, during the summer of 2010, applied the information they learned to their 2010-2011 classrooms along with the successes and struggles they had
Gates, B. (2005, February 26). Speech to the National Education Summit on High Schools. Retrieved from http://www.admin.mtu.edu/ctlfd/Ed%20Psych %20Readings/BillGate.pdf Gordon, D. (2011). Return to sender. The Journal, 38(3), 31-35. Kuenzi, J. J., Matthews, C. M., & Mangan, B. F. (2006). CRS report for Congress: Science, technology, engineering, and mathematics (STEM) education issues and legislative options. Retrieved from http://media.umassp.edu/massedu/stem/CRS%20Report%20to%20 Congress.pdf Members of the 2005 “Rising the Gathering Storm” Committee. (2010). Rising above the gathering storm, revisited: Rapidly approaching category 5. Washington, DC: National Academic Press. Narum, J. L. (2008). Promising practices in undergraduate STEM education. Retrieved from http://www7.nationalacademies.org/bose/Narum_ CommissionedPaper.pdf National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010). Common core state standards for mathematics. Washington, DC: Author. Dakota Department of Career and Technical Education. (2007). Science, technology, engineering, & mathematics career cluster plan of study. Retrieved from http://www.dickinson.k12.nd.us/dhs/data/ccluster/pages/
Appendix D STEM Lesson Plan Rubric STEM Lesson Plan Rubrics: for _____________________________________ 10 points 5 points 0 points Points Earned 1. Does it encourage innovation? Allows students to create own ideas and thoughts about the information being taught. Does not allow students to create their own ideas and thought about the information being taught. 2. List the STEM fields the lesson include(s)? All 4 STEM fields listed 1 or 3 STEM fields listed 0 STEM fields listed 3. References where the original lesson or information was found (If you created the lesson yourself as the author). Lesson includes references Lesson does not include references
4. The content of the lesson is appropriate for the indicated grade level. Appropriate level was listed in the lesson Grade level listed in the lesson was inappropriate Grade level was not listed in the lesson 5. Overview description of the lesson is included. Overview describes the lesson clearly. The overview was missing key ideas of the lesson. Not included 6. List materials need for the lesson. All materials needed for the lesson were listed. Some but not all materials for the lesson were listed. Materials needed for the lesson were not listed. 7. The lesson has measurable learning objectives. Lesson included measurable learning objectives Lesson included learning objects but they would be hard to measure Lesson did not include learning objectives 8. The lesson is based on the ND math and science standards (and they are included in the lesson plan). Math and science standards were included and related directly to the lesson being taught Math and science standards were included but do not relate directly to the lesson being taught Math and/or science standards were not included
9. The duration/time is appropriate for the activity to be completed. Time allotted is appropriated for the lesson Allotted time was not included or it is unreasonable for the lesson 10. All are included. All were included Necessary to complete the lesson were not included 11. Lesson includes a rubric for student assessment. It is clear how students will be assessed for the lesson and the assessment helps measure the lesson objectives It is how students will be assessed for the lesson but the assessment is not related to the lesson objectives How students will be assessed was not included 12. Turned in an electronic version of the lesson. Turned in an electronic version of the lesson in Moodle. Did not turn in an electronic version in Moodle.
13. Organization Lesson is organized so others can follow it. All parts of the lesson are easy to find and it follows a logical order Parts of the lesson are difficult to find/follow due to organization factors Lesson is disorganized and difficult to follow. Lesson procedures are not in order. It jumps around and is not in a logical order Points Appendix E Research Participant Invitation Letter Dear _________________________________, You are invited to participate in a study that I am conducting as part of my graduate studies at Minot State University. I am investigating how teachers who attended the six-day STEM Institute in July of 2010, have applied the information they learned to their 2010-2011 school year classrooms. As one of these teachers you are invited to participate in a focus group where you will share your experiences during the 2010-2011 year, regarding the following: 1) your successes and struggles while applying the information you learned at the 2010 STEM Institute, 2) any new technologies, content, practices, or ideas that you incorporated into lessons to promote 21st century skills, and 3) how you encouraged students’ interests in STEM fields. All teachers who participated in the July 2010 STEM Institute are invited to participate in this study.
STEM Activity Table Activity In the 2010 – 2011 school year Yes, and describe the activity (s) No, and describe the barrier(s) that prevented the activity STEM Related Field Trip(s) STEM Guest Speaker(s) Interdisciplinary Project(s)/Assignment(s) Math/Science Problems from a Textbook Actual Real-:Life Application of STEM Fields. STEM Career Awareness Class Discussions
Participants’ Responses to STEM Activity {Example of STEM Activity Table} STEM Activity Table Activity In the 2010 – 2011 school year Yes, and describe the activity (s) No, and describe the barrier(s) that prevented the activity STEM Related Trip(s) STEM Guest Speaker(s) Interdisciplinary Project(s)/Assignment(s) Math/Science Problems from a Textbook Actual Real-:Life Application of STEM Fields.
Activity: STEM Related Field Trip(s) Teacher’s answers listed under the Yes column for STEM related field trip(s): Teacher’s answers under the No column for STEM related field trip(s): Collection of soil samples and pond water Tour hospital to see new technology Virtual trips You-Tube Hiking trip to Badlands allowed for many questions and new experiences Water Festival St. Joseph’s Hospital where the tour guide discussed the jobs available in areas of math and science, Farm Day – machinery and making rope We went to Amber Waves Manufacturing Co in Richardton I don’t have a lot of time for field trips – the regular classroom does most trips Time, money, resources No bus fees Too many other field trips Activity: STEM Speaker(s) Teacher’s answers listed under the Yes column for STEM Guest Speaker(s): Teacher’s answers under the No column for STEM Guest Speaker(s): We had a gentleman come to the school and show us how to make hand carved flutes. It took 2 Time – with (3) 7th and (3) 8th classes – getting a speaker to stay all day is tough
weeks. The students worked hard and asked a lot of questions. Petroleum Engineer – he told us his job and had a chess club with a small group of students. speaker sharing her trip to Honduras and used Skype to share at another school. Vistits with principal, school staff, janitor, secretary, cooks, supervisors, parents I had a banker come in to talk money and what she does We had a guess speaker who showed us fossils and different types of rocks Yes (Rita’s husband) surveyor/engineer Couldn’t find anyone available at the time Activity: Interdisciplinary Project(s)/Assignment(s) Teacher’s answers listed under the Yes column for Interdisciplinary Project(s)/Assignment(s): Teacher’s answers the No column for Interdisciplinary Project(s)/Assignment(s): I did more incorporating of science into reading and math. I’m science more throughout the school day Difficult class to motivate and manage during group work Class make up made projects very difficult
up mixing mixtures – temperature in solutions solubility – Separate mixtures – Does mass change in a chemical change? – Chemical Cents measuring land connected it with measuring area, volume in math Activity: Actual Real-Life Application of STEM Fields Teacher’s answers listed under the Yes column for Actual Real-Life Application of STEM Fields: Teacher’s answers under the No column for Actual Real-Life Application of STEM Fields: Surveyor – what job entailed Use of math on job – love of job We did a lot of science experiments that I learned in the Science Institute (STEM) Some Engineering of structures We spoke to an engineer at the Amber Waves and saw a computer controlled cutting a pattern in metal I take my students on a horseback ride to collect soil samples from the badlands and study them to look at the history of ND. Teacher(s) did not list barrier(s)