Developing Effective STEM Professional Development Programs

Abstract

Effective for Reviews during the 2015-2016 Accreditation Cycle Definitions While ABET recognizes and supports the prerogative of institutions to adopt and use the terminology of their choice, it is necessary for ABET volunteers and staff to have a consistent understanding of terminology. With that purpose in mind, the Commissions will use the following basic definitions: Program Educational Objectives-Program educational objectives are broad statements that describe what graduates are expected to attain within a few years of graduation. Program educational objectives are based on the needs of the program's constituencies. Student Outcomes-Student outcomes describe what students are expected to know and be able to do by the time of graduation. These relate to the skills, knowledge, and behaviors that students acquire as they progress through the program. Assessment-Assessment is one or more processes that identify, collect, and prepare data to evaluate the attainment of student outcomes. Effective assessment uses relevant direct, indirect, quantitative and qualitative measures as appropriate to the outcome being measured. Appropriate sampling methods may be used as part of an assessment process. Evaluation-Evaluation is one or more processes for interpreting the data and evidence accumulated through assessment processes. Evaluation determines the extent to which student outcomes are being attained. Evaluation results in decisions and actions regarding program improvement. This document contains three sections: The first section includes important definitions used by all ABET commissions. The second section contains the General Criteria for Baccalaureate Level Programs that must be satisfied by all programs accredited by the Engineering Accreditation Commission of ABET and the General Criteria for Masters Level Programs that must be satisfied by those programs seeking advanced level accreditation.

Characterizing STEM Teacher Education: Affordances and Constraints of Explicit STEM Preparation for Elementary Teachers

“…Roehrig et al () examined engineering curriculum implementation and found co‐teaching and collaboration to be productive for teachers’ STEM practice. Avery and Reeve () similarly found that with a supportive learning environment, engineering‐focused professional development had long‐term impact on classroom practice. Guzey, Tank, Wang, Roehrig, and Moore () analyzed a year‐long engineering‐integration program and found effective implementation of engineering practices in classroom contexts.…”

“…Although some literature has highlighted the importance of teachers to STEM education and called for teachers to cultivate their STEM thinking (e.g., National Research Council, ; Reeve, ), in general STEM teacher development has not yet been well defined or carefully studied. The research that does exist focuses primarily on professional development that builds STEM skills with practicing teachers (e.g., Avery & Reeve, ; Capobianco & Rupp, ; Roehrig, Moore, Wang, & Park, ). Very little research exists on how to most effectively prepare preservice teachers for STEM‐infused classrooms.…”

Primary School Teacher Candidates' Experiences Regarding Problem-Based Stem Applications

“…Therefore, it is important for teachers and prospective teachers, especially at primary school level, to have professional development opportunities for STEM-oriented teaching (MacFarlane, 2016). Although STEM education approach is a current global reform, its future, especially in primary schools, is limited by teachers' capacity to be successful in this new paradigm (Avery & Reeve, 2013).…”

Comparative Analysis of Participation of Teachers of STEM and Non-STEM Subjects in Professional Development

“…In order for the US to stay globally competitive in terms of innovation and invention, the teaching of STEM has to become a priority in K-12 education today (Avery & Reeve, 2013). As the need for students to become stronger in STEM grows, so does the need for well-qualified teachers, who understand what is needed to develop relevant opportunities for those involved in STEM education.…”