The Aviation Education Teacher Resource Center: A Unique Strategy to Improve Math and Science Education

Abstract

A unique program that enhances the applied mathematics and science knowledge of teachers was established at Embry Riddle Aeronautical University (fRAU). The program provides materials, equipment, education, and curriculum development services to educators at no cost. This model of collaboration between a university and a school district is presented as a template to enhance staff development efforts in other districts. Although this program presents a specific orientation of interest unique to the collaborating institutions, it clearly demonstrates how resources can be acquired and assembled by capitalizing on the strengths of the participants. INTRODUCTION Staff development programs are often relied upon to improve the quality and skills of educators and consequently to enhance the educational curriculum. Recent studies (Thompson and Cooley, 1987; Cooley and Thompson, 1986) of staff development programs across the nation indicate that those programs with the strongest legislative, district, and fiscal support are those most likely to be recognized as exemplary. This is particularly true in the Southern region of the country where staff development programs are typically mandated by law. It should come as no surprise that programs receiving the greatest effort and attention are those that are designated as outstanding. The effort described here is a unique collaboration between a school district and a University that resulted in an innovative program to increase staff development resources. The paper describes how a district staff development program is strengthened, without using district or state resources, by 8 establishing a University based Teacher Resource Center. The Teacher Resource Center focuses on developing aviation education and awareness of teachers by providing aviation curriculum guides, computer software, audio-visual instructional materials, workshops, site visits of aviation facilities, aviation career presentations, youth academies, aviation instructional kits, demonstration devices, computers, and a wealth of classroom materials. The program was developed to enhance educator knowledge and awareness in applied mathematics and science. Unlike in-service education, institutes, and workshops, this program was designed to be a permanent resource available within the local school districts. In this respect, the disadvantages of short term, fixed time programs could be averted. Fixed time programs (those programswhich do not have a continuous followon) are often criticized for: (a) Covering too much material in limited time, (b) poor scheduling, (c) inaccessibility to a supply of classroom materials, (d) rigid structuring, and (e) being a one time event with little follow-on (Boschee & Heim, 1980). The program set out in this paper is fully established, operates year round, and is available to educators in both public and private institutions. This paper addresses the history, goals, and resources assembled; the advantages to teachers having access to these facilities; and the ways school district needs are being met. The purpose of this paper is to demonstrate how the strengths of an aviation institution of higher education can be capitalized upon to strengthen the staff development efforts within a school district. Consequently, specific recommendations for developing similar staff development resources are offered.