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Design and Implementation of Professional Development Seminars in Coordination with Research Experience for Teachers (RET) and Focused on Professional Practices of Scientists and Engineers

Published online by Cambridge University Press:  31 January 2011

Chelsey Simmons ,
Kaye Storm ,
Gary Lichtenstein  and
Beth Pruitt
Chelsey Simmons
Affiliation:
chelseys@stanford.edu, Stanford University, Mechanical Engineering, Stanford, California, United States
Kaye Storm
Affiliation:
kstorm@stanford.edu, Stanford University, Office of Science Outreach, Stanford, California, United States
Gary Lichtenstein
Affiliation:
garyL@stanfordalumni.org, Stanford University, Mechanical Engineering, Stanford, California, United States
Beth Pruitt
Affiliation:
pruitt@stanford.edu, Stanford University, Mechanical Engineering, Stanford, California, United States
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Abstract

Many programs promote professional development for teachers in laboratory settings. In fact, some research has shown these experiences can improve student achievement. However, it is unclear what aspect of the laboratory experience helps bring about this effect. In order to ensure all teachers participating in Stanford's Research Experiences for Teachers program received maximum benefit from the laboratory experience, supplementary seminars were delivered that emphasized a variety of skills and tasks required of career scientists and engineers. Teacher feedback indicates that participants found these seminars valuable and that they would prefer additional time for peer interaction and curriculum development.

Keywords

educationzone refiningZr
Type
Research Article
Information
MRS Online Proceedings Library (OPL) , Volume 1233: Symposium PP – Materials Education , 2009 , 1233-PP07-04
Copyright
Copyright © Materials Research Society 2010

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