Q&A with Participants
The following is a list of questions submitted by conference participants that were answered by STEM experts, of whom some may have a direct connection with the program(s) and/or organization(s) they discuss.
- What is the correlation between AP course completion and success in college and the workforce? Do we have data to support this advocacy for AP courses?
- How do we include engineering design and process within science and math curriculum?
- What evidence is there that shows UTeach teachers are having an impact on K-12 student achievement, interest, retention, etc.?
- Considering the hiring freezes of most school districts, what can programs like The New Teacher Project, Teach for America, and UTeach do to help states or school districts retrain the teachers that they have?
- Innovation often means applying existing technology in new areas. What are a couple of existing technologies (solutions) from other sources that can be applied in new ways in education?
- What is the best role for higher education to play in the Race To The Top (especially professional development of current teachers)?
- A lot of what we have heard so far, programs/policies, even partnerships, seem almost impossible to scale statewide. Can you speak to how we build these systems at scale?
- What percent of teacher and administrator preparation programs know and use the research you cited?
What percent of current superintendents across the country?
- What needs to happen at our science and engineering universities to graduate more of our “STEM-capable” students?
- How does RTTT help states that do not receive funding through this competitive process?
- The RTTT creates winners and losers. How do you guarantee that this process does not create even more divisive results in our public education system and inequalities in opportunities for all students?
- Project-based assessment costs a lot of money. If this is what we need to do, will businesses support financially?
- What would you foresee to be the leading indicator for success with/in a STEM school or program?
- Lots of businesses have written curriculum, but it is not aligned to state standards for published textbooks. Will businesses work with textbook publishers to write curriculum teachers are held accountable for?
- Do any of you have experience bringing employees into the classroom as volunteers to, perhaps, help a teacher with a unit or project and inspire students?
- Will the NGA-CCSSO Common Core include engineering? If so what, specifically, will be included? (Can we give up some of the traditional physical science units that we overemphasize in favor of a focus on engineering?)
- How can technology and engineering (sTEm) education play a greater role in a STEM education? (e.g., Project Lead the Way, International Technology Association’s Engineering by Design, etc.)
- We’re meeting in Baltimore, where less than 50% of students even graduate. They face so many challenges, not the least of which is a lack of priority that education has from their parents and peers. Where do you see addressing this issue in achieving the goal we seek?
- What are the largest barriers to success for states implementing statewide STEM programs?
- How can we ever have a STEM educational system when the T and E are considered to be “add-ons” by the majority of the education community?
- How would you invest ARRA funds to support STEM (e.g., more technology or one-time training)?
- How do you overcome the fact that many STEM professors see their job as narrowing the pipeline? (e.g., half the class should fail, weed-out courses)
- Do you find enough qualified teachers to place engineering UTeach students?
- Math teachers need both content and pedagogical knowledge. Mathematical knowledge must be deep and robust.
- What are the most challenging institutional barriers to realizing CU-Teach’s vision, and how do you address them?
- Help me understand how, once you inspire a learning assistant to teach, how you get them into a teaching program. Do they have to go back and go through a school of education to get licensed?
- What impact has the CU-Teach Learning Assistant program made on increasing the number of women and minorities into the teaching profession?
- What education levels and fields of study do you need to fill Lockheed-Martin's 140,000-190,000 future openings?
1. What is the correlation between AP course completion and success in college and the workforce? Do we have data to support this advocacy for AP courses?
There is no correlation to date.
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2. How do we include engineering design and process within science and math curriculum?
Use the NAE Engineering in K-12 Education guide as a resource to get a deeper answer to this question.
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3. What evidence is there that shows UTeach teachers are having an impact on K-12 student achievement, interest, retention, etc.?
We are currently trying to gather this data and are in the process of developing a partnership for this purpose with a large district that has hired a number of our graduates. Up to this point in time, we did not have access to student data that is linked to specific teachers. We also plan to conduct some classroom environment surveys to assess student interest in mathematics and science. And, finally, because our program has now been in existence long enough to have substantial numbers of grads who have been teaching for multiple years, we will look longitudinally at choices their (former) students made in following through with higher level math and science classes. As you might understand, this will be a significant project and we are just beginning so I cannot tell you when we will have data to publish. Nonetheless, it is our goal to get the data.
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4. Considering the hiring freezes of most school districts, what can programs like The New Teacher Project, Teach for America, and UTeach do to help states or school districts retrain the teachers that they have?
TFA, TNTP, and UTeach are really about finding and developing new teachers, not retraining experienced teachers. The programs need to keep to their core strengths. Districts need to think about comprehensive strategies for managing their valuable human capital which includes not only teachers, but also administrators and central office staff. A search under strategic management of human capital will put you in touch with current approaches to this important issue.
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5. Innovation often means applying existing technology in new areas. What are a couple of existing technologies (solutions) from other sources that can be applied in new ways in education?
Technology seems always to come with lots of hype—promises polished by hope but unfettered by experience or results. I'd be extremely careful to do due diligence on any products you're considering, especially those that have no track record.
My favorites are the use of empirical engines to improve the quality of tasks students work on and the strategies proposed for improving learning. Two examples that I admire which have similar DNA are Wireless Generation and Agile Mind.
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6. What is the best role for higher education to play in the RTTT (especially professional development of current teachers)?
This is vast question. I think the starting place is to examine the internal practices and signaling mechanisms in higher education that shape K-12 education. We need to work on the intersystem alignment and appropriate feedback loops, consider improving the Cal State EAP system, expand and establish quality indicators for concurrent and dual enrollment, and create UTeach-like programs that are directly informed by district needs. There’s lots of good stuff to build on in Maryland, both K-12 and Higher Ed.
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7. A lot of what we have heard so far, programs/policies, even partnerships, seem almost impossible to scale statewide. Can you speak to how we build these systems at scale?
Scaling requires a joyful conspiracy of governance boards and state policymakers. Charismatic leaders in K-12 and higher education need to be brought together in a retreat—to identify the low hanging fruit, set appropriate goals, etc. I may be able to help with this.
To contact Uri Treisman email him HERE
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8. What percent of teacher and administrator preparation programs know and use the research you cited?
What percent of current superintendents across the country?
RTTT and the Common Core movement are increasing the knowledge base of school leaders. I am optimistic in the next few years we will see a next wave of school reform emerge with broader and more productive accountability systems, teacher supports, system alignment, etc. The upcoming budget crisis will provide opportunity; we must not let a good crisis go to waste.
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9. What needs to happen at our science and engineering universities to graduate more of our “STEM-capable” students?
It may be useful to examine how STEM is taught at the university level. We may need to change the “product” we are marketing. Students who participate in Project Lead the Way appear to be very excited about engineering. Does the schedule for completion of a degree need to be extended to five or six years? How can the university change the current model?
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10. How does RTTT help states that do not receive funding through this competitive process?
Participation in the proposal/application process allows states an opportunity and format to think deeply about serving the needs of their children, families and communities. States are reporting that the process has provided direction for future policy, funding, and partnerships.
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11. The RTTT creates winners and losers. How do you guarantee that this process does not create even more divisive results in our public education system and inequalities in opportunities for all students?
RTTT rewards innovative state efforts that provide a platform to improve education for all students. Participation in the proposal/application process brings together state public/private partnerships to think deeply and plan for needs of their children, families, and communities.
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12. Project-based assessment costs a lot of money. If this is what we need to do, will businesses support financially?
Use of technology has potential for increasing efficiency and lowering costs of assessment. If there are new solutions for better assessments, businesses can support these models.
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13. What would you foresee to be the leading indicator for success with/in a STEM school or program?
The primary outcome is student achievement in STEM courses that are based on material and local standards which prepare the students to transition easily to college/university/technical schools or the world of work.
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14. Lots of businesses have written curriculum, but it is not aligned to state standards for published textbooks. Will businesses work with textbook publishers to write curriculum teachers are held accountable for?
You are suggesting a great idea and I would add that teachers should also be involved. Hopefully we can realize now is the time to work together.
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15. Do any of you have experience bringing employees into the classroom as volunteers to, perhaps, help a teacher with a unit or project and inspire students?
This is something that has been done many times. There are a couple of places to go for examples or tools to guide the process. National Engineers Week has great tools as does National Lab Day.
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16. Will the NGA-CCSSO Common Core include engineering? If so what, specifically, will be included? (Can we give up some of the traditional physical science units that we overemphasize in favor of a focus on engineering?)
Common core standards will likely include the design process. The Science Common Core Committee includes Achieve, AAAS, and NSTA. STEM, including the E, will be a major part of the common core.
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17. How can technology and engineering (sTEm) education play a greater role in a STEM education? (e.g., Project Lead the Way, International Technology Association’s Engineering by Design, etc.)
Professional education of teachers and administrators needs to be supported with the alignment of the TE standards and outcomes. Project Lead the Way is very expensive and those with funding issues have difficulty, but sound curriculum is crucial. Teachers don’t have the time, nor, in most cases, the technical support to develop curriculum.
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18. We’re meeting in Baltimore, where less than 50% of students even graduate. They face so many challenges, not the least of which is a lack of priority that education has from their parents and peers. Where do you see addressing this issue in achieving the goal we seek?
Faith-based institutions, sororities, fraternities, Hopkins, Morgan, and local industries would benefit from working together to develop a strategic plan that is realistic and comprehensive. The new superintendent appears to be more receptive. Eliminate “projects” and work on systemic initiatives that are supported by the school system.
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19. What are the largest barriers to success for states implementing statewide STEM programs?
The largest barriers to success facing states implementing statewide STEM programs fall under the following areas: policies, technical assistance, alignment with national standards, and professional education of teachers. Professional education should deepen teachers’ understanding of the curriculum they teach. It should be robust and should take place over time, depending on the preparedness of the teachers.
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20. How can we ever have a STEM educational system when the T and E are considered to be “add-ons” by the majority of the education community?
It’s difficult if it is an add-on. Teachers have quite a bit on their plates. However, it is possible if K-12 learning goals are examined and alignment of T and E are integrated. Unfortunately, far too many schools have been directed to eliminate science.
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21. How would you invest ARRA funds to support STEM (e.g., more technology or one-time training)?
STEM can serve as a platform for overall state innovation and improvement. You must begin by assessing the STEM landscape in your state and targeting the funding based upon your state’s strengths and needs.
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22. How do you overcome the fact that many STEM professors see their job as narrowing the pipeline? (e.g., half the class should fail, weed-out courses)
The definition of “STEM” education needs to be broader (e.g., including technology education, two-year community college, and technical careers.” “four-year colleges. In addition, support and guidance should be provided for students as they enter four year colleges. Also, teachers/professors should be retrained to be more inclusive.
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23. Do you find enough qualified teachers to place engineering UTeach students?
Do you mean do we find enough placements for teaching engineering in high school by our UTeach graduates? If that's the question the answer is no—that is, only very recently can our UTeach grads test (in Texas) for Physics, Math and Engineering certification, and Texas now has a fourth year requirement for science courses in high school that can be met by a new course in Engineering Sciences. This will increase both the need and the opportunity for Engineering certifications and classes to teach at the high school level.
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24. Math teachers need both content and pedagogical knowledge. Mathematical knowledge must be deep and robust.
That gets at the issue that “math major” (alone) does not mean "math teacher", especially for middle school math and non-AP math.
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25. What are the most challenging institutional barriers to realizing CU-Teach’s vision, and how do you address them?
Faculty development. Helping faculty learn the subtleties of the program—that Learning Assistants’s need a good learning experience and that the LA program is intended for teacher recruitment. Most of our faculty development takes place through their participation in Discipline-Based Educational Research Meetings and through their interactions with LAs and with other faculty. But helping new faculty who get involved to become aware of the subtle aspects of the program is still a challenge.
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26. Help me understand how, once you inspire a learning assistant to teach, how you get them into a teaching program. Do they have to go back and go through a school of education to get licensed?
We offer Noyce Fellowships which some of them take and some not. They then enroll in the School of Education, CU-Teach program to work toward a teaching license.
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27. What impact has the Learning Assistant program made on increasing the number of women and minorities into the teaching profession?
The number of minority LAs who have become teachers is consistent with the number of minorities at our institution but still small ~6% Hispanic and Native American combined. Approximately 50% of LAs who become teachers are women. We are working to increase this number through the LA model (and other efforts) on campus and in the School of Education.
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28. What education levels and fields of study do you need to fill Lockheed-Martin's 140,000-190,000 future openings?
Lockheed Martin has approximately 140,000 employees. We have over 90,000 degreed professionals, of whom 70,000 are scientists and engineers, including 26,000 information technology professionals. Each year, we hire ~13,000 new employees, including almost 5,000 engineers, scientists, and computer or information technology experts.
We hire individuals in multiple STEM disciplines including electrical engineering, mechanical engineering, computer engineering, aerospace engineering, and computer science.
Since 25% of the aerospace workforce is currently eligible for retirement, once they decide to leave the workforce, this will impact future hiring requirements for LM and other aerospace companies.
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