<%3fxml version="1.0" encoding="iso-8859-1"%3f> The North Carolina Partnership for Improving Mathematics and Science - STEMs
STEMs
Written by Administrator   
Thursday, 24 February 2005

STEMs = Scientists, Technologists, Engineers, and Mathematicians

 

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K-5 Data and Measurement planning Team, August 15, 2006

STEM professionals participate on the writing teams that create professional development courses, as instructors for these courses, and as members of advisory boards and district leadership teams. They help deliver student encouragement activities and provide assistance to Facilitators and teachers by helping them deepen their knowledge of mathematics, and understand current uses of technology in investigating mathematics problems.

Through these activities, STEM professionals enhance the development of teachers by becoming learning partners with teachers, participating side-by-side in professional development offerings, providing real-world experiences for teachers, and being role models of life-long learners to demonstrate the importance of continued professional development. Some STEM professionals have indicated a willingness to work with students or to serve as science consultants to students as they work on specific projects. In addition, STEM professionals impact the culture of universities and businesses by advocating for active involvement with schools to directly improve instruction as well as advocating for increasing the science and mathematics content emphasis within preservice programs.

 

Recent Engagement of STEM and Other Higher Education Faculty in NC-PIMS

Two graduate-level mathematics courses for K-5 and four for 6-12 (Secondary) Lead Teachers, respectively, have been designed during the NC-PIMS project’s five-year funding period. The design and review process used in creating the courses included the participation of STEM faculty and mathematics and science educators, thus producing a set of quality courses that represent the current best practices and standards for content and teaching.  It is noteworthy that the Algebraic Reasoning and Data with Measurement courses targeted a significant gap in the mathematics content knowledge of virtually all K-5 teachers, who, before NC-PIMS as a group, had no formal upgrade for the mathematics they teach.  Similarly, the four mathematics courses for secondary teachers were held to the same standard for their design and review by university faculty.  Their content included Algebraic Reasoning, Data with Measurement, Geometry (using technology) and Mathematical Modeling.  A minimum of three course designers and three reviewers from university mathematics and mathematics education faculties were used in the creation of each of the courses.

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Data with Measurement Course Development Team
 

To date, 46 mathematicians, mathematics/science educators, and scientists have participated in one or more phases of development, review, and delivery of NC-PIMS courses and workshops.  Of these, 31 of the faculty are from the four partners institutions-- East Carolina University, Fayetteville State University, UNC Pembroke and UNC Wilmington.  Nine faculty are from other UNC campuses, two from private North Carolina colleges/universities, four from North Carolina community colleges, and three from universities outside North Carolina.  Among the 46 faculty participants are 22 mathematicians, 11 mathematics educators, 8 physicists and/or chemists, and 5 science educators.  Course instructors have been drawn from among the developers and reviewers. 


The 2007 summer course —Mathematical Modeling for 6-12 Lead Teachers—has had four developers and four reviewers.  The course was delivered at all three sites to cover our university regions during June and July 2007. The chosen course content is based on the fact that teachers typically have had no formal study of this topic but national and state K-12 content standards identify advanced functions and modeling as a major mathematical theme. In addition to the eight STEM and Education IHE faculty involved with the course in Year 5, three NC-PIMS Facilitators (master teachers) participated on the course development team.

 

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Mathematical Modeling Team: Preston, Pusey, Jernigan, Emenaker, Morge, and Lugo
         

 

Community college mathematicians who have served on review teams for the P.U.S.H. workshop materials include two from Halifax Community College (Hairston and Argo) and one from Pitt Community College (Lambert).  Both colleges serve communities among the NC-PIMS partner districts.

 

 

2007 NC-PIMS Course Developers, Reviewers and Instructors

Course:  Mathematical Modeling for 6-12 Lead Teachers

Developers*

Faculty

Specialty

IHE Affiliation

Dr. Charles Emenaker

Mathematics

University of Cincinnati

Dr. Gabriel Lugo

Mathematics

UNC Wilmington

Dr. Shelby Morge

Mathematics Education

UNC Wilmington

Dr. Ron Preston

Mathematics Education

East Carolina University

Reviewers

Faculty

Specialty

IHE Affiliation

Dr. Kenneth Gurganus

Mathematics

UNC Wilmington

Dr. Robert Kimball

Mathematics

Wake Technical College

Dr. Genevieve Knight

Mathematics Education

Fayetteville State University

Dr. Chekad Sarami

Mathematics

Fayetteville State University

Instructors

Faculty

Specialty

IHE Affiliation

Dr. Shelby Morge

Mathematics Education

UNC Wilmington

Dr. Chekad Sarami

Mathematics

Fayetteville State University

 

IHE Faculty Participation in Course Development, Review, and Instruction Through July 2007

 

IHE Faculty and Others

 

N

IHE Affiliation

 

Partner**

 

Other UNC

 

Private NC

NC Community College

 

Outside NC

Mathematicians

22

11

1

1

6

3

Mathematics Educators

11

9

2

 

 

 

Physics or Chemistry

8

3

3

1

 

1

Science Educators

5

2

3

 

 

 

Master Teachers

(7)*

 

 

 

 

 

Total 

46

25

9

2

6

4

*Not included in the total count. As master teachers, NC-PIMS Facilitators participate in course development.

**East Carolina University, Fayetteville State University, UNC Pembroke, and UNC Wilmington

 

Last Updated ( Thursday, 10 January 2008 )