The goal of the ASU Math & Science Teaching Fellows project is to begin building for Arizona a cadre of teachers who demonstrate a deepened understanding of the nature of science, a stronger grasp of the content they teach, and improved pedagogical knowledge and skills based on data emerging from STEM education research.
Over three years, the ASU Math & Science Teaching Fellows project will provide 105 high school science and math teachers with an eight-week combined summer and school year program. In addition, the project will provide specialized leadership training to 10 teachers the PIs select from the larger group.
In the five-week summer sessions, our project design addresses both the lab and curriculum development options detailed in the foundation’s RFP. This dual design is a distinguishing feature of this project, one we believe is crucial. Previous research suggests that one-time experiences such as working in a research lab do not, on their own, enable teachers to improve their curriculum and instruction. (National Research Council, 2000; Hinds, 2002) Some sort of mediating experience is required to guide teachers in shaping their new knowledge into products they can use with students.
Thus, in our project teachers will spend mornings participating in activities in a research science laboratory, and afternoons working with STEM education faculty in the CRESMET education research facility.
For the morning lab experience, teachers will choose, from a menu of 14 options, a lab whose research interests them. Our menu includes ASU labs doing research in the biosciences, advanced communications and information technology, and sustainable systems.
In the afternoons, the teachers will attend a course in the CRESMET education research lab, where STEM education researchers will assist them in converting their lab experiences into modules that include lesson plans and instructional approaches they can use with students in their own classrooms. The researchers will assist the teachers in developing modules that fit into their schools’ curricula and that address national mathematics and science education standards. As part of the CRESMET experience, the teachers will also be coached in inquiry teaching methods and supported in learning to assess how their teaching affects the development of their students’ reasoning abilities and scientific inquiry skill0s.
The school-year follow-on activities that we propose are another distinguishing feature of this project. Research has shown that in-school supports must supplement off-site professional development if we expect teachers to persist in the difficult work of revising their curriculum and their classroom practice. (Ma, 1999; Thompson, 2006) Our project will provide three weeks of contact time spread over the nine-month academic year. In the key activity, ASU faculty and graduate students will visit and provide activities in each participating school.
Teachers will receive three units of graduate credit—tuition free— for participating in the project. ASU has approved the summer course for credit toward a master’s of natural science degree. Credit will be awarded after completion of the school year activities. Teachers will also receive stipends ($1000/week) and/or living expenses. (We expect that some teachers will need housing/per diem support on the ASU campus.)
