CEEMS: The Cincinnati Engineering Enhanced Mathematics and Science Program

CEEMS：辛辛那提工程增强数学和科学计划

• 批准号: 1102990
• 负责人: Anant Kukreti
• 金额: $ 743.37万
• 依托单位: University of Cincinnati Main Campus
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-09-01 至 2018-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1102990&HistoricalAwards=false
• 关键词: CEEMS; Cincinnati; Engineering; Enhanced; Mathematics

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?

辛辛那提工程增强的数学与科学计划（CEEMS）由辛辛那提大学作为高等教育核心合作伙伴领导，与14个核心合作伙伴学区合作：辛辛那提公立学校，奥克山，普林斯顿，普林斯顿，诺伍德，诺伍德，韦特顿·伍德斯和农村植物群，以及一个Nine Nine Nine Schooltorts。 Ceems致力于满足对受过工程教育的教师的日益增长的需求，这些教师有能力为学习者提供与通用技能并列最近修订的俄亥俄州科学科学标准（21世纪学习技能）。这些标准以“现实世界应用：与工程的联系”为中心。为了满足这一地方，地区，州和不断发展的国家需求，Ceems为教师准备提供了四种专业发展途径：1。课程和教学硕士学位（CI）学位（MCIEE）专业； 2。夏季教师研究所（SIT）； 3。具有工程许可（EPLE）专业的教育途径；和4。职业改变者的工程教育途径（EEPCC）。这些途径的关键是八门新课程，重点是工程和科学内容，以及基于设计和挑战的教学法。 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). SIT参与者的准备使他们（1）通过地区级的“教师领导者”的传播计划和区域年度STEM教育会议将材料集成到他们教授的课程中，并（2）将材料整合到他们的教学课程中。通过这种分层的方法，Ceems在五年内总共达到了1,925名教师（160名职前和1,765个服务）。这些老师每年影响超过38,500个7-12年级的学生。该基于工程的CEEMS MSP的五个实施目标是：（1）提高7-12的学生科学和数学成就，以准备并提高对工程学或其他STEM职业学院研究的兴趣； （2）通过明确的培训和课堂实施支持，发展数学和科学教师的工程知识以及工程设计和基于挑战的教学过程； （3）通过与年轻的大学生在学校中的教学经验以及通过简洁的许可计划的教学经验来招募作为科学或数学教师的本科生； （4）通过简洁的许可计划招募职业改变者或数学教学； （5）建立一个协作的可持续教育许可词干学位授予基础设施，从而对整个地区产生积极影响。如果将工程用作背景，它提供了一个急需的机会来研究学生如何学习数学和科学。 CEEMS研究工作使用混合方法设计来回答以下问题：（1）基于设计和挑战的学习环境中的学生如何参与决策，战略计划，评估和修订计划，创造性思维和任务持久性？ （2）在设计和挑战的学习环境中，学生如何看待他们参与STEM职业？ （3）哪些措施和工具最有效地捕获和记录这些学习任务？ （4）教师在工程知识方面的收益如何转移到教学计划中？ （5）教师与学生实施计划时会遇到什么支持和障碍？ （6）知识获得和实施因素如何影响教师的教学内容知识？