1. STEM INTEGRATION FRAMEWORK ASTE January 2014 San Antonio, TX ASTE January 2014 San Antonio, TX DRS. Andrea Burrows, Tim Slater, Mike Borowczak, and Ms. Debbie French UNIVERSITY OF WYOMING ABURROW1@UWYO.EDU Drs. Andrea Burrows, Tim Slater, *Mike Borowczak, and Ms. Debbie French UNIVERSITY OF WYOMING & ERERBUS Labs ABURROW1@UWYO.EDU

2. (PRE) CONCEPTIONS  USE THE SHEET PROVIDED…  Write the CITY and STATE where you work (at the top).  Write a 3 DIGIT CODE (that you will remember )  ANSWER THESE QUESTIONS: 1. WHAT IS STEM? 2. WHAT IS INTEGRATED STEM? 3. HOW DO PARTNERSHIPS IMPACT INTEGRATED STEM?

3. TRY IT (#1) TRY IT! (#1)  Pick a partner  Pick an index card  Write out directions for someone else to draw your picture

4. TRY IT! (#2)  Draw the picture Based on written directions from your partner

5. TRY IT! (#3)  Compare your picture to the picture that your partner used to write the directions  How close was your picture to the actual picture (original)?  Why does “matching” the original picture matter?  Why doesn’t “matching” the original picture matter?  How does this relate to the integrated STEM question?

6. SO WHAT?  The key to collective understanding of integrated STEM in the education community is defining the picture  The picture in this case is INTEGRATED STEM SO WHAT?

7. I-STEM  INTEGRATED STEM – Why and What? Improve K-12 College readiness skills And Enhance the quantity and quality of students pursuing STEM related careers I-STEM

8. 5 CATEGORIES  REVIEW OF 50 ARTICLES, BOOKS, AND PRESENATIONS ON I-STEM… 1. K-20 ACTIVITIES 2. UNIVERSITY FACULTY IMPLEMENTATION 3. PARTNERSHIPS 4. GRANT WORK 5. TEACHER PROFESSIONAL DEVELOPMENT

9. WHY NOW?  I-STEM is a source of ambiguity SANDERS, 2009  Next Generation Science Standards (NGSS) They are here!  If we are asked to use it… We should be able to do it and explain it!

10. GROUP DEFINITION  Project based Specific goal (e.g. engineering or others – product based)  Making relationships explicit (STEM)  Definitions are nebulous  Context for learning that drives personal engagement  Buy in from all the areas at once brings additional value Mixed groups (cooperative setting)  Come together around projects Inquiry based  The complexities of cross-disciplinary teaching (e.g. teaching out of subject matter – quality)

11. NGSS  PRACTICES Formulating a problem – instead of only a question  CROSSCUTTING CONCEPTS Apply to all realms of science  DISCIPLINARY CORE IDEAS Importance, Concept, Tools, Real-world NGSS

12. CONVENTIONAL TEACHER PREPARATION TRADITIONAL MODEL Pathway Undergraduate trained in a discipline while taking education classes for certification ALTERNATIVE MODEL Pathway Person trained in a discipline taking education classes for certification Biggest difference – …experiences prior to certification

13. DISCONNECT  Trained in one discipline  Expected to incorporate many disciplines (STEM) BIG QUESTION:  If “integration is crucial” how do pre-service and in-service teachers connect to I-STEM?

14. BELIEF STUDY  STUDY: 11 PRE-SERVICE TEACHERS (Fall 2012) 17 survey questions Average change of 30% for each question (pre vs. post) 8 questions had a significant difference (pre vs. post)  SHOWS: Willingness/Eagerness to learn

15. ADDITIONAL DATA  [30] Teachers and Educators (Fall 2013) answered the 3 questions asked earlier  Found the following QuestionChange Q2 (79% Change)All STEM together consistently(+36%); increased complexity(+29%); blended courses(+29%); different perspective(+14%) Q3 (57% Change)Seeing teachers as partners (29%); mutli-level partnership(+21%); change in understanding (+14%);

16. 5-TIER I-STEM FRAMEWORK  IMAGINE A TARGET LEVEL 0 = Single Discipline LEVEL 1 = 2 Disciplines LEVEL 2 = 3 Disciplines LEVEL 3 = Engineering Projects highlighting S, T, & M LEVEL 4 = Constant Integration (BULLSEYE!)

17. ASSESSMENT OF I-STEM?  INSTRUCTION, MATERIALS, AND ASSIGNMENTS… Emphasize ONE discipline/possibly TWO? Expose learners to same phenomena from SINGLE discipline? Expose learners to same phenomena from MULTIPLE disciplines? Engineering projects with real-world S, T, and M connections? Show seamless integration of STEM…

18. INTERVIEW TEACHERS?  INTERVIEWS COULD: Show insight into what teachers are teaching (pre vs. post?) Show teacher openness/willingness/eagerness Show teacher growth  Could this approach lead to discussion about Integrated STEM?  How would administrators find the time for these discussions?

19. THINGS TO CONSIDER  Where do partnerships come from?  What is the added value of partnerships?  Is defining I-STEM (Creating a Framework) important?  Why or why not? IF IT IS – How is it defined? By Whom? How is it assessed? By Whom? IF NOT – Why push “integrated STEM?”  What feedback do you have to add to the 5 tiers? I-STEM concept(s)?

20. (POST)CONCEPTION POST CONCEPTION  USE THE SHEET PROVIDED…  Write the CITY and STATE where you work (at the top).  Write a 3 DIGIT CODE (SAME AS THE ONE YOU CHOOSE EARLIER )  ANSWER THESE QUESTIONS: 1. WHAT IS STEM? 2. WHAT IS INTEGRATED STEM? 3. HOW DO PARTNERSHIPS IMPACT INTEGRATED STEM?

21. MOVE BEYOND… TO… SCIENCE TEACHERS NEED TO: MOVE BEYOND – The rhetoric to integrate STEM MOVE TO – Specialized knowledge relating to teaching science – including PCK (Shulman, 1987)  Purposely break down discipline walls  Expect I-STEM approaches and attitudes

22. THANK YOU! THANK YOU  QUESTIONS?  Contact us anytime: Andrea Burrows: ABURROW1@UWYO.EDU Tim Slater: TSLATER@UWYO.EDU Mike Borowczak: MIKE@EREBUSLABS.COM Debbie French: DFRENCH6@UWYO.EDU

23. EXAMPLES  Robotics in the 21 st Century: UWRobotics.com  Engineering Lessons: www.eng.uc.edu/STEP