PROVIDING PROFESSIONAL DEVELOPMENT FOR PLTW AND OTHER

STEM TEACHERS

Enhancing Teacher Knowledge in Pre-Engineering Software

Applications

L A U R A L E M I R E – E N G I N E E R I N G C O O R D I N AT O RT H E C O M M U N I T Y C O L L E G E O F B A LT I M O R E C O U N T Y,

M D

Overview

PLTWCCBC’s role in providing professional

developmentTraining structureResults of CCBC’s trainingExpansion of training programApplication to other topicsDiscussion

What is PLTW?

A not-for-profit organizationDeveloped pre-engineering courses for

middle and high school studentsCurriculum taught in ≈3,500 schools in 50

statesFor teacher certification

Must attend intense 2-week summer training Learn the curriculum and associated software

High School “Pathway to Engineering” Courses

Core Introduction to Engineering Design (IED) Principles of Engineering (POE) Engineering Design and Development (EDD -

Capstone)Options

Aerospace Engineering Civil Engineering and Architecture Computer Integrated Manufacturing Digital Electronics

Middle School “Gateway to Technology” Units

Core Design and Modeling Automation and Robotics

Options Flight and Space Science of Technology Magic of Electrons Energy and the Environment

Professional Development Training

Provided by Affiliate Universities for PLTW teachers and counselors in their region Maryland Affiliate University = UMBC

Affiliate Universities offer Summer core training by course - STI Fall workshops Major curriculum revision updates

CCBC’s Role

Provide additional Professional Development training Originally software training just for Maryland PLTW

teachers Expanding to 7 states nationwide through NSF grant Working with PLTW HQ to make available to all

Affiliates

Why CCBC?

Existing affiliation with UMBC, Baltimore County and Baltimore City public school systems

Availability of training roomsParking accessibilityLocationFunding

TIME Center – ATE Center MSDE – Perkins Schools NSF

Questions

Does anyone here provide professional development training?

What are you hoping to gain from this session?

Training Structure

Topics CoveredMaterials CoveredInstructorsChallengesResolutionsAssessment

Topics Covered

Inventor (IED and POE) – 5th yrfischertechnik/RoboPro (POE and GTT) – 5th

yrCivil engineering concepts and Revit (CEA) –

3rd yrDigital Electronics (DE) – 1st yr

Material Covered

Software ChangesGotchas - things that stump teachers and/or

studentsBasic to advanced features and commandsLinks to support materialActual PLTW projects or ones with similar

featuresComponent or content reviewBest practices

Instructors

Master Teachers Teach PLTW course in middle or high school Recommended by their STI Master Teacher Teach at STIs

Affiliate Professors Engineers or technically trained in appropriate field Attended STI Teach at STIs with a Master Teacher

Professors Expert in software or content matter

Challenge - Schedule

 Initially offered one level three times a year Many teachers were unable to attend all three

sessions

 Attendance Challenges Scheduling conflicts Workload Weather Budget – substitutes and travel to training

Challenges - Duration and Distance

Tried four hour, six hour and eight hour sessions

Travel distance may be prohibitive Large states Traffic

Challenge - Instruction Level

Teachers with NO training STI required for certification Last minute changes

Teachers with a lot of experience Want to expand knowledge Get reinforcement in a particular area

Everything in between

Resolution

Multiple training levels - Inventor and fischertechnik

Different levels offered one to two times a year Based on length of existence of PLTW curriculum in area Teacher experience

Courses with multiple sessions Teachers asked to commit to attend both sessions Limited enrollment

Run training for full day – 8 hours Substitute at school for the whole day

Replicate training in different areas of state

Assessments

Initially – self evaluation Knowledge of topic Comfort level with material Training itself

Added targeted content assessment for knowledge Specific topic Different levels

Format Multiple choice

“I don’t know” option Application

Getting Teachers to Take Assessment

Carrots Get Continuing Education credit for completing 16 hrs Let teachers know funding depends on showing

results

Sticks Will not pay for sub unless pre and post assessments

are completed May not attend unless pre-assessment is completed

before training session

Results of Training

MARYLAND67 teachers over 3 yearsFrom 9 counties and DC Feedback was very positiveSelf-evaluation assessment scores increased

dramaticallyTest scores improvedTeachers expressed need for additional

training

NSF Grant

NSF Grant awarded July 1, 2010Train-the-trainer modelExpand program to 7 Affiliate Universities

nationwide 2010/11

Rochester Institute of Technology, NY Sinclair Community College, OH

2011/12 San Diego State University, CA University of South Carolina Purdue University, IN

2012/13 University of Texas at Tyler Milwaukee School of Engineering, WI

Training Team from CCBC

Laura LeMire Affiliate Professor Training Coordinator and civil engineering instructor

Shawn Lupoli Computer science professor fischertechnik instructor

Alan Zube, Mark Lastova and Omar Garcia Master Teachers Inventor and Revit instructors

Training Plan

Team meets with Coordinator and Instructors from expansion sites during PLTW STI training conference Gather instructor input/feedback Revise curriculum Revise assessments

Team travels to one of the new sites – conducts video/conference call with all participating sites Final preparation for training

Monthly conference calls with Coordinators

Results of Training

Fall 2010Spring 2011Both sessions attended

Results – Fall 2010

Results – Fall 2010

Results – Spring 2011

Results - Both Sessions Attended

Application to Other Topics

Registration and assessment must be user friendlyProvide notification of training well in advance

Include on state or district schedule of PD for yearSet a deadline for completing pre-training

assessmentOne to two sessions Multiple levelsA la carte training

Allows instructors at new sites flexibility within a structured environment

Better meet needs of attendees

Step by Step

1. Determine areas where teachers lack confidence/knowledge

2. Source funding!3. Identify and get commitment from trainers4. Develop content to include in training5. Develop assessment to determine success of

training6. Market training – include in PD schedule 7. Set up registration and data collection systems8. Conduct training9. Analyze results

Discussion

Follow up

Laura LeMireEngineering CoordinatorCommunity College of Baltimore County, MD443-840-5904llemire@ccbcmd.edu