National STEM Education Conference June 23, 2017,
New Orleans, LA
RET grant # EEC-1404766 Presentation Title:
A Unique STEM Initiative: Research Experiences for
Secondary Math and Science Teachers (RET) Paired
with Classroom Support from Senior Undergraduate
Engineering Students
CO-Presenters:
Dr. Anant R. Kukreti and Ms. Debbie Liberi
Co – Presenters:
Dr. Anant R. Kukreti
• Principal Investigator Research Experiences
for Teachers (RET) and Choose Ohio First
Scholarship
• Program, Outreach Director & Professor
College of Energy, Environmental, Biological
and Medical Engineering, College of
Engineering
• University of Cincinnati
Co – Presenters continued:
Debbie Liberi
• Project Coordinator for Research
Experiences for Teachers (RET) and
Choose Ohio First Scholarship Program
• College of Energy, Environmental,
Biological and Medical Engineering,
College of Engineering
• University of Cincinnati
Outline of Presentation
• Introduction of Presenters
• Description of the STEM InitiativeLeveraging of Three Programs
• Goals of Initiatives
• Structure of the Programs Program Components and Deliverables
• Meeting Goals, Program Outcomes, and
Successes
Description of the STEM InitiativeCreated through the pairing of two existing STEM programs:
1) Research Experiences for Teachers (RET) and
2) Choose Ohio First Scholarship Program (COPSP)
Research Experiences for Teachers (RET) Funded by National Science Foundation grant # EEC-1404766
Participants were 8-12 secondary Math and Science Teachers
from public and private schools in Greater Cincinnati area which
includes Northern Kentucky
Integration of Challenge Based Learning (CBL) and Engineering
Design Process (EDP) pedagogies are taught through workshops
Design and implementation of instructional unit using CBL and EDP
Description of the STEM Initiativecontinued
Choose Ohio First Scholarship Program (COFSP)
Funded by Ohio Board of Regents-Choose Ohio
First Scholarship Program grant: COF08-23
Participants were 6 senior Engineering students
at the University of Cincinnati.
Receive targeted PD sessions on Challenge Based Learning (CBL)
and Engineering Design Process (EDP) pedagogies
Serve 6 hours per week in RET Teachers’ classrooms
Attend Bi-Weekly Seminars – support and preparation for role in the
classroom
Create and teach an instructional Activity using CBL and EDP
Description of the STEM Initiativecontinued
Created through the pairing of two existing STEM
programs (RET and COFSP) and leveraged by
a 3rd program:
Cincinnati Engineering Enhanced Math and Science Program
(CEEMS)
Funded by National Science Foundation grant # EEC-1102990
Participants were 15 -20 secondary Math and Science Teachers per year
from specific urban, suburban, and rural public schools districts in the
Greater Cincinnati area
Integration of Challenge Based Learning (CBL) and Engineering Design
Process (EDP) pedagogies are taught through extensive coursework and
workshops over 2 summers
Creation of multiple instructional units using CBL and EDP
Leveraging 3 Programs through Professional Development (PD)
CEEMS
RET
COFSP
• Summer PD Sessions
structured by CEEMS enable
RET Teachers to participate
• CEEMS Teachers provide PD
on CBL and EDP for the
COFSP Fellows
• COFSP Fellows are assigned
to RET Teachers classrooms
and in rare cases CEEMS
Teachers classrooms
GOALS OF THE STEM INITIATIVE
Over-arching - general Goal:
1) promoting STEM outreach and education activities grades 7-12
through undergraduate,
3) showcasing the best practices in STEM education
with the opportunity to promote STEM careers.
Specific Goals:
2) providing a rich collaborative environment among University of
Cincinnati’s (UC) Colleges of Engineering & Applied Science
(CEAS), local school districts, and practicing engineers and
education specialists, and
Beginning with the end in mind:
Structure of the Programs: RET – Research Experiences for Teachers
Research Component:
8-12 teachers each summer engage in
engineering research.
4 -6 engineering research project topics are
selected that reflect the National Academy
of Engineering (NAE) Grand Challenges of
Engineering
Each research project is supported by a primary and secondary
engineering faculty member (FM) and a graduate research
assistant (GRA) who guide a 2 teacher team
Teachers take targeted professional development workshops
from a team of experts in the field
Structure of the Programs: RET continued
Targeted Professional Development
• PD Sessions for RET Teachers Exclusively
• General Lab Safety Workshop
• Seminar on Using Library Facilities at CEAS Library
• Technical Writing and Presentation Workshop (PI)
• Seminar on Journal Article Writing Sessions 1, 2
• Engineering Research and Education Workshop
• Ethics in Research Workshop
• Research Training Seminars
• Video Workshops 1,2 and 3
Research Component
1. Team Research Report
2. Team PowerPoint
3. Team Video Presentation
• PD Sessions with CEEMS Teachers• Engineering Design Process (EDP)
• Challenge Based Learning (CBL)
• Wiki and Unit Template 1 and 2
• Best Practices for Student Engagement
• Classroom Management
• Analyzing & Refining Units
• Video Workshops 1,2 and 3
Classroom Component
1. Unit and Activity Templates2. Unit Poster
3. Individual Video
Structure of the Programs: RET – continued
Classroom Component:
Teachers take targeted professional
development workshops from a team of
experienced engineers and educators.
A dedicated RET Resource Person helps support, guide, and
critique the work of the RET teachers
Each RET teacher develops an individual Unit of instruction
based on the curriculum that includes Challenge Based Learning
(CBL) and Engineering Design Process (EDP)
During the ensuing school year, the RET teachers implement
the units of instruction they created over the summer and then
assess and document growth in student learning as a result of its
implementation
RET Program Deliverables
Summer Deliverables
Team Written Research
Project Report
Team PowerPoint with
individual Unit Component
Team Video
Individual Summer Poster
Draft of Journal Article
NSF Summary Report
Post Unit Implementation
Deliverables
Updated Unit and Activity
Templates
Individual Teacher
Poster, Video and Power
Point
Structure of the Programs: Choose Ohio First Scholarship
Program (COFSP)
Components:
→ Focus on CBL and EDP pedagogies and Activity Development
CEEMS Teachers plan and present PD to the COFSP Fellows
on Challenge Based Learning (CBL) and Engineering Design
Process (EDP) pedagogies,
RET Teacher and RET Resource Teacher guide the Activity (lesson) design
by the COFSP Fellow, that is related to the academic content standards
and the COFSP Fellow’s capstone project
RET Teacher assists the COFSP Fellow to develop the pre- and post-test for
the Activity
Provided with Targeted Professional Development Sessions
Structure of the Programs:COFSP - Components continued
Assist RET Teachers →
COFSP Fellows spend 6
hours per week in secondary math
and science classrooms and
defines a role for themselves. The
RET Coordinator offers models for
how the COFSP Fellow can
support the RET Teachers and
serve the students in the
classroom.
Structure of the Programs: COFSP - Components continued
Attend Bi-Weekly Seminars →Guidance and Ongoing Support from RET
Coordinator for developing:
Effective Instructional Strategies
An Activity to teach in the classroom
• 10 group sessions
(October – March)
• Stimulating discussion
of pertinent
educational articles
• Sharing of individual
classroom experiences
• Keeping a journal of
observations based on
questions about
teaching
• Ongoing discussion of
“best practices.”
Structure of the Programs: COFSP - continued
Activity Development →
COFSP Fellows teach the
Activity in the classroom of the
assigned RET Teachers that is
based on their senior capstone
projects. They receive support
from:
RET Teachers
RET Coordinator
RET Teacher and COFSP
Fellow select a topic from
the curriculum.
COFSP Fellow submits a
draft of Activity to the RET
Teacher.
COFSP Fellow gets
feedback from RET
Teacher and RET
Coordinator.
COFSP Fellow finalizes
Activity based on feedback.
Structure of the Programs: COFSP - continued
Activity Implementation → Support from
RET/CEEMS Teachers and RET Coordinator
COFSP Fellow teaches Activity
COFSP Fellow get feedback from RET Teacher and RET
Coordinator after being observed
COFSP finalized Activity on template based on feedback
Program Deliverables: COFSP Deliverables
From October through March:
• 10 hours per week total
dedicated to the RET Teacher
with 6 actual classroom hours
• Creation and implementation of
an Activity in the RET
Teacher’s classroom based on
the COFSP Fellow’s senior
engineering capstone project
At the Conclusion of the COFSP
Experience in March/Early April:
• Reflective essay
• Completion of a journal of
classroom observations
based on a set of questions
• Activity Template with
reflections
• A poster and PowerPoint
based on the Activity
Goals of the RET and COFSP
RET GoalsGoal 1: Explore the scientific method of
inquiry and the critical research skills that
engineers use to solve open-ended real-world
problems
Goal 2: Become role models by
applying research experiences in classrooms
and with colleagues
Goal 3: Implement Challenge Based
Learning and Engineering Design Process in
a Unit of instruction with students in your
classroom.
Goal 4: Link education to events and issues
occurring within the community and
encourage students to become effective
citizens in a technology-driven society
COFSP GoalsGoal 1: Expand upon the pool of students of
who are capable of matriculating to STEM
majors in Ohio’s Colleges by collaborating with
local K-12 school districts.
Goal 2: Retain and graduate high caliber
engineering undergraduate majors who are role
models and leaders in communicating how
engineering uses math and science to
contextualize real-world Applications, Career
connections and Societal impacts (ACS) to
prospective first generation and
underrepresented groups of college-bound
secondary school students.
Secondary Goal: A secondary goal of RET-
COFSP was to support the growing need for
engineering educated teachers prepared and
equipped to provide learners with opportunities
to achieve recently revised Ohio State Science
and Common Core .
Goals of the RET and COFSPWhere is there overlap?
RET GoalsGoal 1: Explore the scientific method of
inquiry and the critical research skills that
engineers use to solve open-ended real-world
problems
Goal 2: Become role models by
applying research experiences in classrooms
and with colleagues
Goal 3: Implement Challenge Based
Learning and Engineering Design Process in
a Unit of instruction with students in your
classroom.
Goal 4: Link education to events and issues
occurring within the community and
encourage students to become effective
citizens in a technology-driven society
COFSP GoalsGoal 1: Expand upon the pool of students of
who are capable of matriculating to STEM
majors in Ohio’s Colleges by collaborating with
local K-12 school districts.
Goal 2: Retain and graduate high caliber
engineering undergraduate majors who are role
models and leaders in communicating how
engineering uses math and science to
contextualize real-world Applications, Career
connections and Societal impacts (ACS) to
prospective first generation and
underrepresented groups of college-bound
secondary school students.
Secondary Goal: A secondary goal of RET-
COFSP was to support the growing need for
engineering educated teachers prepared and
equipped to provide learners with
opportunities to achieve recently revised
Ohio State Science and Common Core .
Goals of the RET and COFSPWhere is there overlap?
RET GoalsGoal 1: Explore the scientific method of
inquiry and the critical research skills that
engineers use to solve open-ended real-world
problems
Goal 2: Become role models by
applying research experiences in classrooms
and with colleagues
Goal 3: Implement Challenge Based
Learning and Engineering Design Process in
a Unit of instruction with students in your
classroom.
Goal 4: Link education to events and issues
occurring within the community and
encourage students to become effective
citizens in a technology-driven society
COFSP GoalsGoal 1: Expand upon the pool of students of
who are capable of matriculating to STEM
majors in Ohio’s Colleges by collaborating with
local K-12 school districts.
Goal 2: Retain and graduate high caliber
engineering undergraduate majors who are role
models and leaders in communicating how
engineering uses math and science to
contextualize real-world Applications, Career
connections and Societal impacts (ACS) to
prospective first generation and
underrepresented groups of college-bound
secondary school students.
Secondary Goal: A secondary goal of RET-
COFSP was to support the growing need for
engineering educated teachers prepared and
equipped to provide learners with opportunities
to achieve recently revised Ohio State Science
and Common Core .
RET Outcomes and SuccessesImpact of RET 2013-2016
• 34 Total classrooms
21 science classes
13 mathematics and
computer science classes
• 31 schools
• 527 secondary math,
science and computer
science students
provided a with CBL and
EDP instructional unit
Statistical Information about
COFSP Fellows 2013-16• 11 female,12 male, 6 ethnic
minorities
• Represent 8 engineering areas
3 Aerospace Engineering
7 Biomedical Engineering
5 Chemical Engineering
1 Civil Engineering
2 Electrical Engineering
1 Environmental
2 Materials Engineering
1 Mechanicals Engineering
At the conclusion of their COFSP
Experience:
• 9 entered jobs in the field of engineering
• 7 entered graduate school in STEM fields
• 2 entered med school
• 5 were seeking employment
What the RET Teachers said
about the RET Experience
According to the evaluator’s report:
All Cohort 2015 and Cohort 2016 RET Teachers indicated, via
survey responses and focus group comments, that the RET
summer experience was very beneficial. The main strengths of the
RET project were considered to be exposure to the research
process, development of skills, and time spent on both research and
development of the Units. In addition, all teachers considered each
other, their GRAs, and the project and resource team members
essential to their ability to produce quality research results and an
engaging curricular Unit as part of their classroom implementation
plan.
What the RET Teachers said
about the COFSP Fellows• “I thoroughly enjoyed having my COFSP. She jumped right in on
day one and started building connections with my students. After
her time was up, she continued coming as she had become a
member of the learning community. She has since moved out of
the state, but emails me when she is back in town to come in and
speak to my students or help with any STEM projects we have
going at the time. If a COFSP ever needs a placement, he/she is
welcome in my classroom!”
• “My students were given an amazing opportunity to connect with
college engineering students and learn the differences between
chemical, electrical, civil, mechanical, and petroleum engineering
fields. Having the fellow in the class room equated to accessing
more knowledge and gaining a positive role model.”
What the RET Teachers said
about the COFSP Fellows cont.• “Having a COFSP fellow in my room was an absolutely amazing
experience. Jacob had a very positive impact on my classroom and
was a fantastic influence on my students. The project he developed
was the highlight of that class, and my students enjoyed interacting
with him. They actually were begging me to have him back in class
when his time was up! Not only was it a positive impact on my
students, I learned so much about how an engineer's mind works and
how to approach my teaching in a different way.”
• “It was beneficial for my students to have the experience of learning
from an engineering student close to their own ages. Not only did they
benefit from instruction they were able to have meaningful
conversations about college, career paths, problem solving, and the
importance of STEM. My students bonded with my fellow and the
relationship was a positive experience.”
RET Teacher Poll
Former RET Teachers
completed a brief
questionnaire regarding
the impact of having
COFSP Fellows in their
classrooms. The following
results were tabulated.
The COFSP Fellow assigned to my classroom
as a RET Teacher had a positive impact on my
students.
94.45% Agreed
The COFSP Fellow assigned to my classroom
as a RET Teacher connected with the students
in my classroom.
83.66% Agreed
The COFSP Fellow assigned to my classroom
as a RET Teacher was a positive role model
for my students.
94.44% Agreed
The COFSP Fellow assigned to my classroom
as a RET Teacher created an interest in STEM
related careers among my students.
94.44% Agreed
COFSP Outcomes and Successes
At the conclusion of the
COFSP experience, the
Fellows complete a
reflective essay
regarding the classroom
teaching experience.
The following are some
of their responses.
“I really enjoyed the program overall. I learned so
much and gained a passion for teaching that I would
not have found otherwise. The students were so
much fun to work with. I also worked with a math
teacher at a more diverse, inner-city school. This
experience was much more challenging, but opened
my eyes to the great imbalance of education in our
country.”
“I even learned how to implement teaching
strategies and COFSP material into my senior
design of 19 other students, something that says
that no matter where anyone may go, teaching is
still teaching, but it has to be done correctly.
Teaching requires patience, it requires care, and
most of all it requires the drive to want to help
somebody learn. COFSP gives engineering
students the chance to learn not only this, but to
apply their engineering skills to do it and help widen
the horizon of teaching.”
COFSP Outcomes and
Successes – more responses
“Overall, this whole experience was extremely valuable for me
moving forward. While I can now say with confidence what I do not
aspire to become a high school teacher, I do aspire to use the new
perspective I have gained to identify beneficial educational practices
as I pursue a career in medical education and academic medicine. I
have the utmost respect for the educational profession as a result of
this experience, and I will continue to pursue
educational/instructional opportunities in the future to better develop
my abilities to teach and inspire the next generation of engineers
and scientists.”
2015-16
Temiloluwa Adeniyi
Logan Buck
Alyssa Marie George
Stacy Rose Loushin
Adam Alvarez Miller
Michael Strezeski
2013-14
Folorunso Adu
Trent Amstutz
Kenechukwu Okoye
Kayla Marie Quinter
Santeri Potticary
Lauren Weyand
2014-15
Kelsey Baum
Andrew Fisher
Jessica Godsey
Jake Holden
Khadeejeh Mureb
COFSP FellowsAt Conclusion of COFSP Experience
9 entered jobs in the field of
engineering
7 entered graduate school in
STEM fields
2 entered med school
5 were seeking employment
2016-17
James Fiorini
Neah Gray
Jacob Knorr
Chirau Patel
Lydia Smoot
Emma Stumpf
Questions?
