Illinois teachers benefit from STEM education programs

Middle school and high school teachers from across Illinois are earning graduate degrees focused on integrated science, technology, engineering and mathematics (STEM) and are learning ways to enhance student understanding of mathematics and science concepts thanks to two innovative programs at Illinois State University.

The Illinois Mathematics and Science Partnership programs are part of a larger initiative by Illinois State’s Center for Mathematics, Science and Technology (CeMaST) to enhance STEM education in the state. The programs are supported by grant funding from the U.S. Department of Education and the Illinois State Board of Education.

The first cohort of 29 teachers in the STEM Education and Leadership Program are on track to earn Master of Science degrees in Technology in 2010. One of two such programs in the country, it focuses on STEM discipline teacher content knowledge, teaching practices, emerging technologies, curriculum development, student achievement and professional development for middle and high school teachers.

The 33-hour master’s degree program, now moving into its third year, integrates online, face-to-face and hybrid coursework with research projects and field-based education experiences. In addition to STEM-based content, teachers also complete coursework on educational research and statistics with a focus on action research, curriculum development, emerging technologies and assessment. The program allows participating teachers to learn from experts in the STEM disciplines and experience state-of-the-art technologies.

Chris Merrill, an associate professor in the Department of Technology, is coordinator of the Technology Education Program, an associate director for CeMaST and the director of the STEM Education and Leadership Program. Ryan Brown, an assistant professor in the Department of Curriculum and Instruction, William Hunter, CeMaST director and an associate professor in the Department of Chemistry and Josh Brown, an assistant professor in Technology Education, serve as program co-directors.

Teachers in Peoria Public Schools are helping students visualize mathematics concepts by using strategies learned through the Improving Geometric and Trigonometric Knowledge and Skill for High School Mathematics Teachers program. Nine mathematics educators have completed 80 hours of professional development training on the use of 3-D solid modeling software for classroom settings. Research has shown that students who have good spatial visualization skills are better positioned for success in mathematics. Participating teachers will also complete action research-related studies to document the implementation of 3-D modeling techniques in their classes.

At the conclusion of the spring 2010 semester, eight new mathematics teachers from the Peoria Public Schools will be selected to participate in the second cohort of this professional development program. Those teachers will be matched with four of the original eight cohort members, who will serve as mentors and teacher leaders for the new cohort.

The Improving Geometric and Trigonometric Knowledge and Skill for High School Mathematics Teachers program is headed by Chris Merrill, Kevin Devine, an assistant professor in the Department of Technology’s Engineering and Technology Program, Ryan Brown and Josh Brown.

“These professional development programs provide middle and high school teachers with greater content knowledge in the STEM disciplines and the teaching tools needed to enhance student learning,” said Merrill. “In the real world, science, technology, engineering and mathematics are closely connected. STEM is an approach to teaching that removes the traditional barriers between the four disciplines by integrating them into one, which enables students to explore mathematics and science in the context of technological problem-solving and engineering design.”

Next article: Illinois State receives grant to curb underage drinking