title: Designing and evaluating a STEM teacher learning opportunity in the research university.
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.
authors.affiliation: University of Oklahoma, United States. Electronic address: hardre@ou.edu.
authors.forename: Patricia L
authors.initials: PL
authors.lastname: Hardré
authors.affiliation: University of Oklahoma, United States.
authors.forename: Chen
authors.initials: C
authors.lastname: Ling
authors.affiliation: University of Oklahoma, United States.
authors.forename: Randa L
authors.initials: RL
authors.lastname: Shehab
authors.affiliation: University of Oklahoma, United States.
authors.forename: Jason
authors.initials: J
authors.lastname: Herron
authors.affiliation: University of Oklahoma, United States.
authors.forename: Mark A
authors.initials: MA
authors.lastname: Nanny
authors.affiliation: University of Oklahoma, United States.
authors.forename: Matthias U
authors.initials: MU
authors.lastname: Nollert
authors.affiliation: University of Oklahoma, United States.
authors.forename: Hazem
authors.initials: H
authors.lastname: Refai
authors.affiliation: University of Oklahoma, United States.
authors.forename: Christopher
authors.initials: C
authors.lastname: Ramseyer
authors.affiliation: University of Oklahoma, United States.
authors.forename: Ebisa D
authors.initials: ED
authors.lastname: Wollega
mesh_terms: D000328:Adult; D004738:Engineering / Q000193:education*; D005178:Faculty; D005260:Female; D006801:Humans; D033181:Information Dissemination / Q000379:methods; D007373:Interinstitutional Relations; D008297:Male; D008433:Mathematics / Q000193:education*; D008611:Mentors; D008875:Middle Aged; D011361:Professional Competence / Q000592:standards*; D016730:Program Development; D015397:Program Evaluation; D012574:Schools; D012586:Science / Q000193:education*; D020377:Self Efficacy; D013663:Teaching / Q000379:methods* / Q000592:standards; D018581:Technology Transfer; D014495:Universities; D000078329:Workforce
keywords: Engineering; Program evaluation; STEM; Teacher professional development; University research for teachers