UMBC - BCPS STEM Project

 

 

 

Home

About the Project

Academies

Co-Teaching Model: New Teacher Prep

Promising Practices

Professional Development

Research

STEM Ed. Initiatives @ UMBC

 

 

HOME > RESEARCH

 

     Research Questions

  In order to realize the broader impacts of the project and allow for dissemination, the partnership is considering the following research questions.  

Learning Community

  1. How does the Academy model foster a community of learning among professional educators that leads to effective instruction and increased student involvement in STEM areas for all students in low socioeconomic schools?

Curtis Durham, STEM 2005 - 2006 Intern, is a Project Lead The Way teacher at Woodlawn High School, Baltimore County.

Teacher Quality

  1. How is the STEM intern/mentor co-teaching model a viable methodology for recruiting, developing, and retaining future STEM teachers Gr. 1-12?
  1. How does focusing on content, pedagogy, and leadership lead to changes in teacher behavior that are reflective of contemporary STEM research-based promising practices?

      Curriculum and Instruction

  1. How does a STEM P-16 partnership foster change in both cultures of a large public school district and a university partner as evidenced by partnership driven structural and curricular innovations?
  1. How does the involvement of university STEM faculty impact rigorous course development and student achievement in BCPS?

      Student Success

  1. How do the overall interventions of this project including the implementation, testing, and refinement of promising practices improve student achievement in STEM areas across all racial and ethnic groups?

 

    The LOGIC MODEL

         The logic model for the UMBC-BCPS STEM Project illustrates the relationship of project goals to project outcomes. While Student Achievement is the overriding goal leading to increased student achievement in STEM areas, more specific goals and outcomes involve changes in teacher education; ongoing assessment; and institutional change.

         MSP Key Features are addressed by each of these goals. Major components of the project reflect the goals and key features: Co-teaching Model (new teacher prep) and In-service Teacher Professional Development; Learning Community demonstrated by STEM Academies; Establishment of a climate of change and subsequent course development K-20.

         The Master of Arts in Teaching (MAT) full year intensive internship for 57 pre-service teachers and the Master of Arts in Education (MAE) program for 98 in-service educators, as well as site based professional development and other ongoing, relevant and rigorous professional development experiences lead to increased production of high quality teachers, improved content and pedagogical knowledge of in-service teachers in STEM areas and data which informs the local and national education STEM community.

         Development of the STEM Academy as a learning community and measurement of progress toward building the community, as well as specific research teams addressing Learning Community, Teacher Quality, Student Success and Curriculum and Instruction also lead to informing the education STEM community.

         As BCPS and UMBC embrace institutional change through STEM faculty involvement, STEM Academies and enhancement of K-20 curriculum, the K-20 learning community with STEM focused academies and changes in higher education evolves.

         All of these outcomes support increased student achievement.

     

     

For more information contact:

Center for Excellence in STEM Education

UMBC,  ACIV B Wing Room 220

1000 Hilltop Circle, Baltimore, Maryland 21250

Phone:410-455-8082  Fax: 410-455-8192