| NSF Org: |
DRL Division of Research on Learning in Formal and Informal Settings (DRL) |
| Recipient: |
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| Initial Amendment Date: | April 15, 2011 |
| Latest Amendment Date: | March 31, 2016 |
| Award Number: | 1031784 |
| Award Instrument: | Continuing Grant |
| Program Manager: |
David Haury
DRL Division of Research on Learning in Formal and Informal Settings (DRL) EDU Directorate for STEM Education |
| Start Date: | April 15, 2011 |
| End Date: | August 31, 2016 (Estimated) |
| Total Intended Award Amount: | $1,081,904.00 |
| Total Awarded Amount to Date: | $1,081,904.00 |
| Funds Obligated to Date: |
FY 2012 = $359,791.00 FY 2013 = $366,955.00 |
| History of Investigator: |
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| Recipient Sponsored Research Office: |
1227 W 27TH ST CEDAR FALLS IA US 50614-0012 (319)273-3217 |
| Sponsor Congressional District: |
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| Primary Place of Performance: |
1227 W 27TH ST CEDAR FALLS IA US 50614-0012 |
| Primary Place of
Performance Congressional District: |
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| Unique Entity Identifier (UEI): |
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| Parent UEI: |
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| NSF Program(s): | ITEST-Inov Tech Exp Stu & Teac |
| Primary Program Source: |
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| Program Reference Code(s): |
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| Program Element Code(s): |
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| Award Agency Code: | 4900 |
| Fund Agency Code: | 4900 |
| Assistance Listing Number(s): | 47.076 |
ABSTRACT
The Real World Externships project provides professional development for 150 mathematics and science teachers in grades 7-12 in Iowa. The teachers participate in externships with local science-based industries for six weeks during the summer. Teachers learn current applications of science and mathematics that they can use to enhance their teaching. The teachers work with university science and mathematics faculty to design hands-on, problem solving activities for their students based on applications in industry, and consequently enhance the learning of approximately 15,000 students during the project and even more beyond it.
The project was designed to enhance partnerships between various industries and schools. During the academic year, people from participating industries work with school personnel to provide speakers, resources, and tours, and school personnel select the teachers who participate in the externship program. The project helps teachers provide relevant content and provide current applications so that students can see the value of what they are learning. Students, teachers, and those mentoring the externs are encouraged to participate and to expand the program. Evaluators, external to the program, provide feedback on the use of application during instruction, changes in the curriculum, and the achievement levels of participating students.
The externships facilitate needed interactions between industry and schools. Teachers learn applications for the mathematics they are teaching, and people from industry learn more about mathematics and science curricula, issues of instruction, and how they can work with schools. Sharing the design of the program and implementation insights are part of the dissemination plan that will assist other communities who are designing externship programs that focus on improving curriculum and instruction.
PROJECT OUTCOMES REPORT
Disclaimer
This Project Outcomes Report for the General Public is displayed verbatim as submitted by the Principal Investigator (PI) for this award. Any opinions, findings, and conclusions or recommendations expressed in this Report are those of the PI and do not necessarily reflect the views of the National Science Foundation; NSF has not approved or endorsed its content.
Project Outcomes: Real World Externships for Teachers of Mathematics and Science, #1031784
This project achieved an ultimate goal for National Science Foundation-funded undertakings: it has been adopted and sustained across the state of Iowa and has been replicated in a number of other states. That is a credit to its effectiveness.
Over the course of this award, 359 secondary teachers and 268 business and industry hosts were studied for the effects of a full six-week immersion of educators in the workplace, with accompanying on-boarding and follow-up support.
Teacher externs throughout Iowa, upon completion of a summer work experience in a STEM related industry, reported increased confidence in their ability to advise students about STEM related careers, increased knowledge of the real world application of their content specialty and an overall increased engagement with STEM topics in their classroom. Business and workplace hosts learned from teachers about the challenges of engaging students; the quality of people teaching in Iowa; and the various hurdles to implementing Iowa’s core curriculum, and how they can help. Long term school-industry partnerships are popping up from the Mississippi to Missouri rivers east and west, and from the Minnesota and Missouri borders to the north and south.
This program accelerated the reform of STEM education in Iowa by bringing the vast assets and expertise of industry to bear in science, math and technology class. Partnerships extend well beyond the guest speaker or material/fund donation relationship of bygone times. The workforce pipeline for STEM, especially in the regional manufacturing sphere, calls for a “grow your own talent” approach which only local industry-local school partnerships can do.
The oft-asked student question “When am I ever gonna need this?” in secondary mathematics and science can vex teachers who themselves may not be aware of the many ways that business and industry use their content discipline. And youth are good at detecting obfuscation. Couple this challenge with our state and national clamor for more and better-prepared STEM graduates to drive an innovation economy, and the need becomes glaring. Real World Externships for Teachers fills the void, matching secondary science, mathematics and technology teachers with STEM businesses so that they can see the application of their content expertise and learn related skills associated with STEM careers. And by working shoulder-to-shoulder with a teacher, the business sector becomes a much more valuable and informed partner in helping to solve the educational challenges that hinder a robust STEM talent pipeline.
Last Modified: 11/14/2016
Modified by: Jeffrey D Weld
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