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Designing and evaluating a STEM teacher learning opportunity in the research university

Author

Listed:
  • Hardré, Patricia L.
  • Ling, Chen
  • Shehab, Randa L.
  • Herron, Jason
  • Nanny, Mark A.
  • Nollert, Matthias U.
  • Refai, Hazem
  • Ramseyer, Christopher
  • Wollega, Ebisa D.

Abstract

This study examines the design and evaluation strategies for a year-long teacher learning and development experience, including their effectiveness, efficiency and recommendations for strategic redesign. Design characteristics include programmatic features and outcomes: cognitive, affective and motivational processes; interpersonal and social development; and performance activities. Program participants were secondary math and science teachers, partnered with engineering faculty mentors, in a research university-based education and support program. Data from multiple sources demonstrated strengths and weaknesses in design of the program's learning environment, including: face-to-face and via digital tools; on-site and distance community interactions; and strategic evaluation tools and systems. Implications are considered for the strategic design and evaluation of similar grant-funded research experiences intended to support teacher learning, development and transfer.

Suggested Citation

  • Hardré, Patricia L. & Ling, Chen & Shehab, Randa L. & Herron, Jason & Nanny, Mark A. & Nollert, Matthias U. & Refai, Hazem & Ramseyer, Christopher & Wollega, Ebisa D., 2014. "Designing and evaluating a STEM teacher learning opportunity in the research university," Evaluation and Program Planning, Elsevier, vol. 43(C), pages 73-82.
    • Handle: RePEc:eee:epplan:v:43:y:2014:i:c:p:73-82
    DOI: 10.1016/j.evalprogplan.2013.11.002
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    Cited by:

    1. Pourhejazy, Pourya & Isaksen, K. Robert, 2024. "Exploring the curricular and pedagogical decision criteria for research-based learning design in undergraduate studies," Evaluation and Program Planning, Elsevier, vol. 103(C).

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