Bridging Engineering, Science and Technology (BEST) for Elementary Educators A grant funded by the National Science Foundation

Bridging Engineering, Science and Technology (BEST) for Elementary Educators: Addressing Program Approval and Teacher Licensure Agenda 1) Welcome, Introductions and Setting the Stage – Martha Hass. 2) A Dual Perspective – Community College Education Faculty and Classroom Teacher – Kim Valcourt. 3) Integration of Engineering in Life Science Courses – Did the Trap Work? – Marc Simmons. 4) Policymakers – Jumping on Board or Jumping Ship – Maureen Lee-Locke Presenters  Martha Hass – Senior Consultant – BEST  Kim Valcourt – Education Faculty – Northern Essex Community College and Kindergarten Teacher – Lawrence Public Schools  Marc Simmons – Chair, Biology Department, Massasoit Community College  Maureen Lee-Locke – State Coordinator of Educator Preparation – MA Department of Elementary and Secondary Education – Office of Educator Policy, Preparation and Leadership

Museum of Science, Boston Partners  Berkshire C.C.  Massasoit C.C.  Middlesex C.C.  North Shore C.C.  Bridgewater State U.  Fitchburg State U.  MA College of Liberal Arts  Salem State U.  MA Department of Elementary & Secondary Education  MA Department of Higher Education  MA Biotechnology Council  MA Engineering Center

Building Blocks  MA Curriculum Frameworks: Science, Engineering and Technology (  Engineering is Elementary ® (  ATLAS – Advancing Technological Literacy and Skills of Elementary Educators (  BEST – Bridging Engineering, Science, and Technology (

Why Engineering?  Our society increasingly depends on engineering and technology.  Supports the integration of inquiry-based, open- ended STEM content and pedagogies.  Can help make mathematics and science content relevant to students by illustrating these subjects’ application in real-world projects.  MA Curriculum Frameworks and MCAS.

Elementary Education Preparation Program Delivery in MA Community Colleges  Focus on completing general studies transfer courses.  Limited education course offerings.  Requirement for completing two science courses (one lab science) – 7 credits – one life science, one physical science.  Education students not cohorted in science courses.

BEST Rationale  Need for elementary educators to understand what technological literacy is and why it is important.  Need for elementary educators’ engagement in open-ended, real- world, problem-solving activities.  Need for curricular models that infuse technology and engineering concepts and skills into science coursework for preservice educators.  Need for collaboration between community college and four-year college faculty.  Need for a cadre of leaders.  Need to increase awareness among college faculty advisors, administrators, and other stakeholders about the importance of technological literacy.

BEST Implementation Strategies  Outreach to college administrators and faculty.  Recruitment of faculty.  Delivery of intensive professional development.  Development of faculty workplans addressing BEST goals.  Provision of curriculum and resource materials.  Ongoing assessment of faculty and student gains.  Site visits to each of the colleges. Meetings with both administrators and faculty.  Constant communication – s, calls and site visitswww.mos.org/eie/best  Ongoing professional development. June 7 th & 8 th 2011.

Engineering is Elementary (EiE) Lessons that integrate engineering and technology concepts into elementary science. Goal 1. Increase children’s technological literacy Goal 2. Increase elementary educators ability to teach engineering and technology. Goal 3. Increase the number of schools in the U.S. that include engineering at the elementary level. Goal 4. Conduct research and assessment to further the first three goals and contribute knowledge about engineering teaching and learning at the elementary level.

EiE Teacher Guide Structure Lesson 1: Engineering Story Lesson 2: A Broader View of an Engineering Field Lesson 3: Scientific Data Inform Engineering Design Lesson 4: Engineering Design Challenge

Getting Started in the Classroom Understanding The Students background, future Goals and Objectives Beyond theory, best practices and alignment with DOE frameworks there is a bigger goal. I want my students to learn and be able to use and apply the information they have been taught. Generating a Classroom Climate of Beliefs teaching and learning engagement motivationmodeling critical thinking flexibility advocacy and responsibility

Listening To The Students First Class…Group Discussion Think about your learning experiences with science. Were these positive or negative experiences? Why? What made your positive experiences pleasurable and your negative experiences terrible?

What The Students Are Saying Positive  hands on  active, actually doing things  real problems, site based  teachers who made learning fun  cared, took time to help us understand  were fair, listened  related to real life  liked what they taught Negative  boring, reading, notes  copying and not doing anything  teachers who didn’t seem to care, who just taught but not invested in us, not engaging  topics or content too hard to understand  didn’t know how to help us understand, kept teaching it the same way

Engineering Assignments Group Work – In Class (Math/Science) Now that you have used the Best of Bugs unit, please choose one EiE binder, storybook and kit to review with your group.  Discuss with your group how you can integrate the engineering topic, challenge and activities into at least four different curriculum areas. One must be Language Arts, the other Engineering and Technology. The final two curriculum areas are your choice.  You must include the curriculum frameworks that are met through your integration activities.

Engineering Assignments Homework Assignment (Math/Science for ECE) Students have learned about the Engineering Design Process while engaged in Tower Power. Their assignment is to plan an activity where children are solving a problem and using the Engineering Design Process. The children would be in teams designing and creating in order to solve a problem. They can model their activity using Tower Power. The grading rubric includes application of the MA DOE Frameworks.

Why Engineering In Elementary Prep. Programs?  Aligns with science/eng./tech. frameworks.  Introduces a curriculum model for engineering/technology.  Reinforces and models appropriate and effective methodology with inquiry based learning, problem solving and hands-on exploration.  Helps students apply critical thinking skills.  Provides an interdisciplinary approach.  Demonstrates the need for and use of motivation techniques.  Strengthens student understanding of topics.  Empowers positive, successful thinking.

Integrating Engineering Principles into a Non-majors Biology Class Marc Simmons Massasoit Community College

The Course  BIOL141: Introduction to Marine Biology

Defining the Problem  The Bristleworm Problem –What are Bristleworms? –History of the Problem –Previous Solutions

Design Challenge Student teams Design kits and parameters

Testing the Design  Implementation of the traps over a two week period

Conclusions  Student presentations  Impact on students

Next Steps  Course redesign of BIOL140/142: Introductory Biology and Lab –Emphasis on content related to K-6 frameworks –Inclusion of multiple design challenges in lab –Modification of one or two EIE modules for lab

State Perspective and Policy Emphasis on content knowledge for Elementary education candidates –Subject Matter Knowledge Standards ELA, math, social studies, science and engineering –Pedagogy and content-related pedagogy Innovative and K-6 relevant curriculum models Inform policy and ed prep programs –MA Transfer Compact Agreement (2 & 4 yr institutions) –Increasing educator effectiveness & student achievement