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?

辛辛那提工程增强数学和科学项目 (CEEMS) 由作为高等教育核心合作伙伴的辛辛那提大学牵头，与 14 个核心合作伙伴学区合作：辛辛那提公立学校、橡树山、普林斯顿、诺伍德、温顿伍兹和乡村学校。九个学区的 STEM 联盟。 CEEMS 致力于满足对受过工程教育的教师日益增长的需求，这些教师有能力为学习者提供实现最近修订的俄亥俄州立科学标准与通用技能（21 世纪学习技能）的机会。这些标准以“现实世界的应用：与工程的联系”为中心。为了满足当地、地区、州和不断变化的国家需求，CEEMS 提供了四种教师准备专业发展途径： 1. 工程教育 (MCIEE) 专业课程与教学 (CI) 硕士学位； 2. 暑期教师学院（SIT）； 3. 工程许可教育途径（EPLE）专业； 4. 职业转换者工程教育途径 (EEPCC)。这些途径的关键是八门新课程，重点关注工程和科学内容以及设计和基于挑战的教学法。利用这些课程与现有的课程和课程教育硕士教育课程相结合，CEEMS 开发和部署了两种在职教师途径（MICEE 学位和带证书的 SIT）和三种在职教师途径（具有执照的 MICEE 学位、双学位）具有教学许可证的本科工程学位，以及具有 STEM 本科学位的专业人士的教学许可证）。 SIT 参与者的准备工作使他们能够 (1) 将材料整合到他们所教授的课程中，以及 (2) 通过地区级“教师领导者”传播计划和地区年度 STEM 教育会议向同事传播并提供专业发展。通过这种分层方法，CEEMS 在五年内总共覆盖了 1,925 名教师（160 名职前教师和 1,765 名在职教师）。这些教师每年影响超过 38,500 名 7-12 年级学生。这个基于工程的 CEEMS MSP 的五个实施目标是： (1) 提高 7-12 年级学生的科学和数学成绩，为大学做好准备并增加对大学的兴趣学习工程或其他 STEM 职业； (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) 通过参与学校年轻大学生的教学经验和简洁的执照计划，招聘工程本科生担任科学或数学教师； (4) 通过简洁的许可计划招募转行者从事科学或数学教学； (5) 建立一个协作性可持续教育许可 STEM 学位授予基础设施，对整个地区产生积极影响。CEEMS 牢固植根于科学、数学和工程教育领域的当前研究。如果以工程学为背景，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研究工作采用混合方法设计来回答以下问题：（1）学生在设计和基于挑战的学习环境中如何参与决策、战略规划、计划评估和修订、创造性思维和任务坚持？ (2) 在设计和基于挑战的学习环境中的学生如何看待他们参与 STEM 职业？ (3) 哪些措施和工具对于捕获和记录这些学习任务最有效？ (4) 教师在工程知识方面的收获如何转化为教学计划？ (5) 教师在与学生一起实施计划时遇到哪些支持和障碍？ (6) 知识获取和实施因素如何影响教师的教学内容知识？