STEM Teacher Training and Professional Development
$995.00 – $1,995.00
- Number of Hours: 100 hours/credits
- Language of Instruction: English
- Methods of Instruction: Online
The course is certified by the New York Academy of Sciences. It develops core competencies required for effective teaching and implementation of STEM curricula. Among the topics covered are the following topics: Fostering Inclusivity, Assessment of Student Learning, Teamwork, Data Literacy, Fundamentals of Science, Critical Thinking Skills, and other topics covering the main competencies required for effective STEM teaching. The hands-on activities included in the course help students master useful skills based on the knowledge of Science, Technology, Engineering, and Mathematics.
Course Admission Requirements:
- Bachelor’s Degree in one of the STEM fields
Required Text:
- US ORT STEM Teacher Training and Professional Development, US ORT Operations, 2022
Suggested Readings:
- National Research Council (NRC). (2012). A Framework for K-12 Science Education: Practice, Crosscutting Concepts, and Core Ideas. Washington, DC: National Academic Press.
- Brunsell, E., Knesser, D.M., Niemi, K.J. (2014). Introducing Teachers and Administrators to the NGSS. A Professional Development Facilitator’s Guide. Arlington, VA: National Science Teachers Association.
- Bybee, R.B. (2013). Translating the NGSS for Classroom Instruction. Arlington, VA: National Science Teachers Association.
- Carnegie Corporation of New York and Institute for Advanced Study. (2009). The Opportunity Equation: Transforming Mathematics and Science Education for Citizenship and the Global Economy. New York: Carnegie Corporation of New York.
- National Science Board. (2006). Science and Engineering Indicators. Arlington, VA: National Science Foundation. www.nsf.gov/statistics/seind06
- Guide: Understanding Team Effectiveness. www.rework.withgoogle.com
- NGSS High School. (2015). Edited by Ted Willard. Arlington, VA: National Science Teachers Association
Equipment:
- Any Desktop or Laptop
Method of Instruction:
- This course utilizes a combination of lecture, demonstration methodology, and practice exercises including study questions and problem-solving cases.
- Multiple activities in science, engineering, technology and math are embedded in the learning process. These activities will be performed in teams, or individually, based on the study topic.
Testing:
- Class Participation in Tasks and Activities
- Homework
- Final Project
Grading:
- Class Participation in Tasks and Activities – 50%
- Homework – 20%
- Final Project – 30%
Attendance Requirement:
- Students are expected to attend 85% of the course time
- No make-up option for missed class time
Student Behavior Expectations
It is expected that each student will:
- Participate actively in class discussions
- Complete assignments by the assigned date
- Keep current with assigned reading work
- Be prompt to class
- Conform to expected rules of behavior during class
- Follow the ICC’s Student Code of Conduct
Academic integrity will be expected and dishonesty (cheating of any type) is strictly prohibited.
Graduation Requirements:
- To pass the course, students are expected to obtain an average C grade (GPA of 2.0)
STEM TEACHER TRAINING and PROFESSIONAL DEVELOPMENT – Course Syllabus
- Fostering Inclusivity
- Teamwork
- Ethics
- Fundamentals of Science
- Next Generation Science Standards (NGSS)
- Engineering Design
- Data Literacy
- Digital Literacy
- Critical Thinking
- Effective Communication
- STEM Mindset
- Inquiry-Based Learning
- Project-Based Learning
- Scaffolding
- Assessment of Student Learning
- Final Project
Total: 100 hours
STEM TEACHER TRAINING AND PROFESSIONAL DEVELOPMENT – Course Outline
Chapter 1:
- Promoting Inclusivity ensures STEM fields are accessible and welcoming to economically disadvantaged students, diverse racial and ethnic groups, girls, and English language learners.
Chapter 2:
- Teamwork is essential in today’s society, where collaboration is key. Each team member contributes to the final outcome, and upon project completion, teams share their findings with peers, usually through PowerPoint presentations in instructor-led courses.
Chapter 3:
- Ethics is an area of study where we delve into the ethical implications of integrating technology into contemporary aspects of life, including fields like medicine, aeronautics, and beyond.
Chapter 4:
- Foundations of Science cover key concepts like the Periodic Table, energy, and conservation through activities like simulations, games, and charting in Excel. Tutorial videos and notes support learning and Excel use.
Chapter 5:
- The Next Generation Science Standards (NGSS) guide and set the framework for this course. Using the engineering design process, we analyze energy consumption and costs, leading to the identification of a problem to address.
Chapter 6:
- In Engineering Design, we continue using the engineering design process to analyze energy consumption and electricity bills. By inputting real data into Excel, we create charts and brainstorm cost-reduction strategies.
Chapter 7:
- Data literacy is the skill to understand, interpret, and communicate data, enabling informed decisions. Building on our electricity bill analysis, we’ll create a mathematical model to predict cost reductions and evaluate potential solutions.
Chapter 8:
- Digital literacy is the skill to use, understand, and create content with digital technology. It includes navigating the internet, evaluating information, using tools, and communicating responsibly – essential for success in school, social interactions, and careers. It also covers understanding digital risks and ethics.
Chapter 9:
- Critical Thinking Skills encompass mastering the principles of effective critical analysis and comprehension when engaging with written material.
Chapter 10:
- Enhancing Communication Skills – Throughout this module, we practice various approaches to effectively convey our work.
Chapter 11:
- STEM Mindset – Growth vs. fixed mindset. Ways to motivate students to develop their intellectual abilities. What growth of mindset do for students. Tips on modeling STEM mindset.
Chapter 12:
- Inquiry-Based Learning involves grasping the distinction between closed-ended and open-ended questions.
Chapter 13:
- In Project-Based Learning, participants will learn HTML and JavaScript by actively creating a website. Working in teams under instructor guidance, they will collaboratively build an index page, web pages, and add basic interactive features.
Chapter 14:
- Scaffolding refers to the foundational framework of structured instructional support.
Chapter 15:
- Evaluating Student Learning involves implementing an effective assessment process, utilizing appropriate assessment tools, and recognizing the characteristics of high-quality assessments.
Chapter 16:
- Capstone Project – Crafting a significant STEM lesson aligned with the Next Generation Science Standards (NGSS).
Total: 100 hours
Our STEM Teacher Training and Professional Development is certified by the New York Academy of Sciences.
Bramson ORT Institute of Technology is recognized as an approved sponsor for New York State Continuing Teacher and Leader Education (CTLE) credits. Science teachers at both high school and middle school levels who successfully complete our STTPD course will earn New York State Continuing Education Credits (CEC), contributing towards the renewal of their teaching licenses.
| Learning methods | Instructor-Led, Self-Paced |
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No prerequisites.
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