1. Synergy: An Integrated Degree to Advance STEM at the University & Public School Dr. Alan Zollman Northern Illinois University November 13, 2009 11:35-Noon School Science & Mathematics Association 2008 Annual Conference Raleigh-Durham, NC

2. Northern Illinois University (NIU) was started by the State of Illinois in 1895.

3. A few decades ago, 75% of our NIU budget came from the State.

4. Northern Illinois University (NIU) was started by the State of Illinois in 1895. A few decades ago, 75% of our NIU budget came from the State. Five years ago, 40% of the NIU budget came from the State.

5. Northern Illinois University (NIU) was started by the State of Illinois in 1895. A few decades ago, 75% of our NIU budget came from the State. Five years ago, 40% of the NIU budget came from the State. Three years ago, 33% of the NIU budget came from the State.

6. Northern Illinois University (NIU) was started by the State of Illinois in 1895. A few decades ago, 75% of our NIU budget came from the State. Five years ago, 40% of the NIU budget came from the State. Three years ago, 33% of the NIU budget came from the State. This year, the State will provide $103,937,100 of NIU's $380,447,200 budget. (That's 27.32%)

7. … from being a State institution, So we have moved:

8. … from being a State institution, … to being a State-funded institution, So we have moved:

9. … from being a State institution, … to being a State-funded institution, … to being a State-supported institution, So we have moved:

10. … from being a State institution, … to being a State-funded institution, … to being a State-supported institution, … to being a State-tolerated institution, So we have moved:

11. … from being a State institution, … to being a State-funded institution, … to being a State-supported institution, … to being a State-tolerated institution, and now (with what the State did to our retirement accounts) So we have moved:

12. … from being a State institution, … to being a State-funded institution, … to being a State-supported institution, … to being a State-tolerated institution, and now (with what the State did to our retirement accounts) … to being a State-despised institution. So we have moved:

13. Need More STEM Graduates Classroom Teacher – The most important influence on student achievement and motivation

14. Need Teachers who View Themselves as: Engineers of Learning: - knowledgeable in content, skilled in pedagogy, experienced in applications Researchers of Learning: - Inquisitive lifelong learners Leaders of Learning: - Share their knowledge, skills and experience with others

15. Improving teacher quality is a concerted, synergetic approach by public schools and universities as equal partners Working collaboratively, created a new degree: Master of Science in Teaching in Engineering Education (MST-EE)

16. Background Workplace Needs Educational Needs Poor Academic Performance Students’ Beliefs & Motivation

17. Alignment of Curricula, Assessments and Pedagogy with 21 st Century Needs (a) State Learning Standards, (b) Professional Organizations (NSTA, NCTM, ISTE) and (c) Accreditation Board for Engineering and Technology (ABET)

18. Traditional Approach Based upon “deficit model” teachers, students, school are deficient Does not contribute to increasing STEM supply

19. MST-EE Interdisciplinary Vision Activity Theory Model to Triangulate Content and Applications - Colleges of Engineering & Liberal Arts Pedagogy - Colleges of Education & Liberal Arts Implementation - School Districts

20. Re-Engineering STEM Education Align an overarching framework guided by Understanding by Design (UBD) Stage 1 Determine desired learning outcome Objectives, Enduring Understanding, Essential Questions Stage 2 Identify acceptable evidence Assessments Stage 3 Plan learning experiences

21. Teacher as Engineer Student Identity Formation and Motivation Classroom Environment Conducive to Learning Possible Selves Theory

22. Teacher as Engineer Integration of Content and Pedagogy Problem-Based Learning (PBL) Engineering faculty participated as reflective learners in lessons

23. Teacher as Engineer STEM Literacy & Numeracy Reading, Writing, Listening, Speaking, Researching for student learning

24. Teacher as Engineer Teaching Models Compatible to STEM Education & Instructional Purpose Engineering faculty participated as reflective learners in lessons

25. Teacher as Engineer Problem-Based Learning Learning material in context Recursive Process - integrating new knowledge to synthesize solutions Relevant to the Learner

26. Teacher as Engineer Problem-Based Learning Examples Designing super effective sunscreen using nanoparticles Disaster preparedness simulations

27. Teacher as Engineer Professional Engineering Applications Private Sector internships in engineering laboratories

28. Teacher as Researcher Action Research Iterative inquiry process: identify problem, research question, design intervention, implementation, describing data, collect data, analyze plan, communicate findings, reflect for future action.

29. Teacher as Researcher Action Research Support conducting action research - Master’s Project

30. Teacher as Leader Communicate Results Action Research to Colleagues Share Modules and Lesson Plans Serve as Mentors

31. Acknowledgement: This work was supported in part by the Illinois Mathematics and Science Partnership Program/ISBE/US Department of Education, funded by NCLB, Title II, Part B, US DOE

32. Alan Zollman, Mathematical Sciences, Northern Illinois University (NIU) Mansour Tahernezhadi, College of Engineering & Engineer. Tech., NIU Carla Cooper Shaw, Teaching & Learning, NIU Kathleen Kitts, Geology & Environmental Geosciences, NIU Penny Billman, University Outreach, NIU Dennis Cesarotti, Engineering Technology, NIU Francine Falk-Ross, Literacy Education, NIU Regina Rahn, Industrial & Systems Engineering, NIU M Cecil Smith, Leadership, Education Psychology & Foundations, NIU Michael Haji-Sheikh, Electrical Engineering, NIU Pradip Majumdar, Mechanical Engineering, NIU Joel Merrill, West Aurora School District 129 Jeffery Kullens, Harlem School District 122

33. Dr. Alan Zollman Dept. of Mathematical Sciences Northern Illinois University DeKalb, IL 60115 815/753-6750 zollman@math.niu.edu