Science Teaching Excites Medical Interest: A Teacher Professional Development Program in Mississippi

Andrew Notebaert,Caroline Compretta,David Allen Iii,Donna Sullivan,Edgar Meyer,Erin Dehon,Juanyce Taylor,Marie Barnard,Rob Rockhold,Stephen Stray

doi:10.15695/jstem/v1i1.22

Abstract

The Science Teaching Excites Medical Interest (STEMI) program is a collaboration of university-based biomedical clinical and research experts, graduate students in clinical anatomy, and Mississippi K-12 schools that seeks to develop a technologically-enhanced teacher-centered community of health learners. The STEMI community is developing, implementing, and disseminating high school learning products utilizing new technological approaches for engaging students in the overall STEMI focus of exploring relationships between health literacy, the state’s epidemic of obesity, and ensuing anatomic and functional pathophysiology. An evaluation team utilizes a robust mixed-methods approach to examine the program goals and the potential for program expansion and replication. A social network analysis is tracking the development of the community learners. As STEMI aims to improve teacher quality by developing key competencies necessary for implementation of the flipped classroom technologically-engaged modules, a competency model was developed. Competencies were identified via participatory evaluation techniques and assessments are aligned to the competencies. The competency of teachers in the skills needed for creation and delivery of effective flipped lessons is tracked using a radar graph to guide tailored professional development. Preliminary evaluation data indicate the community is growing and strengthening and the competency assessment model is effective in guiding continuing professional development.

Highlights

As science educators respond to the GenerationScience Standards, there is a need to provide professional development to enhance STEM learning experiences
Teachers enrolled in the Science Teaching Excites Medical Interest (STEMI) program participated in a four-week summer workshop held on the campus of the University of Mississippi Medical Center (UMMC) in Jackson, MS
Key: STEMI Evaluation Effort (ST) – STEMI specific activities, Flipped Classroom Design (FL) – Flipped Lesson sessions, Classroom Design (FL) Mentorship (Col) – Collaboration time, PD – Professional Development sessions, Health Advocate Training (HI) – Health Issue sessions, MENTORSHIP - pair up with teachers from other Cadres; SHOW AND TELL - group sharing of useful apps and web sites; HOMEWORK – Preparation for the following day, Note – Science content sessions were done in weeks 2 and 3

Summary

Introduction

As science educators respond to the GenerationScience Standards, there is a need to provide professional development to enhance STEM learning experiences. The STEMI program is a collaboration of university-based biomedical clinical and research experts at the University of Mississippi Medical Center (UMMC), Clinical Anatomy graduate students, and Mississippi K-12 schools that seeks to develop a technologically-enhanced teacher-centered community of health learners.

Results

Conclusion