Progress 03/01/21 to 02/28/22
Outputs
Target Audience:The goal of the STEM Field project was to develop and provide, to a cadre of rural school districts mathematics, science, and career and technical education (CATE) high school teacher teams (STEM Field Teams), an innovative agricultural-based (Farm Bill priority area #6) hybrid professional development opportunity. The Project Team successfully developed the STEM Field Model, a novel professional development strategy that utilizes research-based instructional strategies aligned to curriculum standards that are purposefully centered on: (1) agricultural mathematics, science, and technology knowledge and skills; (2) specific needs of English language learners; and, (3) indigenous, authentic agricultural topics through field-based experiences first. Therefore, the Project Team successfully completed the following objectives of STEM Field Project during the fourth year NCE: (1) Recruited 15 energetic mathematics, science, and CATE teacher teams from rural high schools (Webb CISD, Zapata ISD, Jim Hogg ISD, Cotulla ISD, Freer ISD) for year four NCE; (2) Developed 25 (Year 4 NCE) lesson plans that are consistent with the STEM Field Model as well as a web-based repository, in the Texas A&M International College of Education website see link https://www.tamiu.edu/coedu/pdstep.shtml#lesson (3) Hosted and facilitated a virtual summer professional development sessions (2020-2021) for mathematics, science, and CATE teacher teams from rural high schools; and, (4) Used evaluative data to refine and expand the STEM Field Model to (a) replicate in Texas rural high schools by sharing the lesson plans with the Texas Farm Bureau Association, (b) contribute to the research base buy publishing one article entitled Viloria, M.L., Mireles, S., Al-Tameemi, W., & Uribe, M. (2021). ProfessionalDevelopment for Secondary School Teachers and Educational Professionals in STEM Fields. Theory & Practice in Rural Education, 11(1) 94-112. https://doi.org/10.3776/tpre.2021.v11n1p94-112, and (c) disseminate in scholarly- and one practitioner- based conference in 2021. Changes/Problems:There were no major problems to report other than having to change from a face-to-face delivery of professional development to a virutal format. However, the participants fully collaborated and enjoyed the presentations. What opportunities for training and professional development has the project provided?The Project Team hosted and facilitated a virtual summer professional development session (2020-2021) for mathematics, science, and CATE teacher teams from rural high schools; and, How have the results been disseminated to communities of interest?The results and lesson plans have been shared with the communities of interest via a public domain website located in the Texas A&M International University College of Education website https://doi.org/10.3776/tpre.2021.v11n1p94-112, and also all PD-STEP lesson plans have been shared with the five participating school districts (Webb CISD, Zapata ISD, Jim Hogg ISD, Cotulla ISD, Freer ISD). In addition, the full set of 110 lesson plans have been shared with the Texas Farm Bureau. What do you plan to do during the next reporting period to accomplish the goals?This is the final year of the grant.
Impacts
What was accomplished under these goals?
Therefore, the Project Team successfully completed the following objectives of STEM Field Project during the fourth year NCE: (1) Recruited 15 energetic mathematics, science, and CATE teacher teams from rural high schools (Webb CISD, Zapata ISD, Jim Hogg ISD, Cotulla ISD, Freer ISD) for year four NCE; (2) Developed 25 (Year 4 NCE) lesson plans that are consistent with the STEM Field Model as well as a web-based repository, in the Texas A&M International College of Education website see link https://www.tamiu.edu/coedu/pdstep.shtml#lesson (3) Hosted and facilitated a virtual summer professional development sessions (2020-2021) for mathematics, science, and CATE teacher teams from rural high schools; and, (4) Used evaluative data to refine and expand the STEM Field Model to (a) replicate in Texas rural high schools by sharing the lesson plans with the Texas Farm Bureau Association, (b) contribute to the research base buy publishing one article entitled Viloria, M.L., Mireles, S., Al-Tameemi, W., & Uribe, M. (2021). Professional Development for Secondary School Teachers and Educational Professionals in STEM Fields. Theory & Practice in Rural Education, 11(1) 94-112. https://doi.org/10.3776/tpre.2021.v11n1p94-112, and (c) disseminate in scholarly- and one practitioner- based conference in 2021.
Publications
- Type:
Journal Articles
Status:
Published
Year Published:
2021
Citation:
Viloria, M.L., Mireles, S., Al-Tameemi, W., & Uribe, M. (2021). Professional
Development for Secondary School Teachers and Educational Professionals in STEM Fields. Theory & Practice in Rural Education, 11(1) 94-112.
https://doi.org/10.3776/tpre.2021.v11n1p94-112
|
Progress 03/01/18 to 12/01/21
Outputs
Target Audience:Therefore, the Project Team successfully completed the following objectives of STEM Field Project: (1) Recruited 45 energetic mathematics, science, and CATE teacher teams from rural high schools (Webb CISD, Zapata ISD, Jim Hogg ISD, Cotulla ISD, Freer ISD) over four years of this grant; (2) Developed 110 lesson plans that are consistent with the STEM Field Model as well as a web-based repository, in the Texas A&M International College of Education website see link https://www.tamiu.edu/coedu/pdstep.shtml#lesson (3) Hosted and facilitated two virtual summer professional development sessions (2019-2020 & 2020-2021) and two face-to-face ( 2017-2018 & 2018-2019) for 45 mathematics, science, and CATE teacher teams from rural high schools; and, (4) Use evaluative data to refine and expand the STEM Field Model to (a) replicate in Texas rural high schools by sharing the Texas A&M International College of Education website https://www.tamiu.edu/coedu/pdstep.shtml#lesson and with Texas Farm Bureau Association , (b) contributed to the research base by publishing 2 journal articles, 1 book review and one manuscript under review, and (c) disseminated in scholarly- and practitioner- based conferences and journals by presenting at 4 professional conferences. . Changes/Problems:There were not major problems in meeting the requirements of this grant. The only challenge that we encountered was having to change the face-to-face professional development sessions to virtual. What opportunities for training and professional development has the project provided?The project team hosted and facilitated two virtual summer professional development sessions (2019-2020 & 2020-2021) and two face-to-face ( 2017-2018 & 2018-2019) for 45 mathematics, science, and CATE teacher teams from rural high schools. How have the results been disseminated to communities of interest?The project team has disseminated the results to communities of interest via the relationships established with five rural school districts and the participants representing each one of those school districts. In addition the project team created a public access website in the Texas A&M International University College of Education website where teachers can access the lesson plans and also the virtual professional development sessions that were recordedhttps://www.tamiu.edu/coedu/pdstep.shtml#lesson In addtion, the results of the research conducted in this grant has been shared via 2 published articles, 1 book review and 1 manuscript under review as well as 4 professional conferences. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
The Project Team successfully completed the following objectives of STEM Field Project: (1) Recruited 45 energetic mathematics, science, and CATE teacher teams from rural high schools (Webb CISD, Zapata ISD, Jim Hogg ISD, Cotulla ISD, Freer ISD) over four years of this grant; (2) Developed 110 lesson plans that are consistent with the STEM Field Model as well as a web-based repository, in the Texas A&M International College of Education website see link https://www.tamiu.edu/coedu/pdstep.shtml#lesson (3) Hosted and facilitated two virtual summer professional development sessions (2019-2020 & 2020-2021) and two face-to-face ( 2017-2018 & 2018-2019) for 45 mathematics, science, and CATE teacher teams from rural high schools; and, (4) Use evaluative data to refine and expand the STEM Field Model to (a) replicate in Texas rural high schools by sharing the Texas A&M International College of Education website https://www.tamiu.edu/coedu/pdstep.shtml#lesson and with Texas Farm Bureau Association , (b) contributed to the research base by publishing 2 journal articles, 1 book review and one manuscript under review, and (c) disseminated in scholarly- and practitioner- based conferences and journals by presenting at 4 professional conferences. .
Publications
- Type:
Journal Articles
Status:
Published
Year Published:
2019
Citation:
Mireles, S. V., Casey, J. E., Viloria, M. L., & Garza, S. (2019). English learners and vocational
language for STEM. Border Walking Journal, 9. https://borderwalking.nmsu.edu/contents
- Type:
Journal Articles
Status:
Published
Year Published:
2019
Citation:
Viloria, M.L. (2019). Making a Positive Impact in Rural Places: Change Agency in the Context of School-University-Community Collaboration in Education. Teacher College Record. (ID 22666)
- Type:
Journal Articles
Status:
Published
Year Published:
2020
Citation:
Mireles, S., Viloria, M.L., Al-Tameemi, W., & Uribe, M. (2020). Instructional Research-based Practices Related to Agriculture Science. CSSOTE-The Texas Forum, 10 (71-85).
- Type:
Journal Articles
Status:
Published
Year Published:
2021
Citation:
Viloria, M.L., Mireles, S., Al-Tameemi, W., & Uribe, M. (2021). Professional
Development for Secondary School Teachers and Educational Professionals in STEM Fields. Theory & Practice in Rural Education, 11(1) 94-112.
https://doi.org/10.3776/tpre.2021.v11n1p94-112
- Type:
Journal Articles
Status:
Under Review
Year Published:
2021
Citation:
Viloria, M.L., Mireles, S. V., Al-Tameemi, W., Uribe, M., Villarreal, V. (In Process) South
Texas Rural School Novice Teachers. Journal of Latinos in Education (11-1-2021 HJLE-2021-1613)
|
Progress 03/01/20 to 02/28/21
Outputs
Target Audience:This reporting period was a challenging one for all of us due to the COVID-19 related and recommended CDC social distancing guidelines. Nevertheless,with the assistance of the USDA-NIFA Program Point of Contact Dr. Carlos Ortiz who met with Dr. Lourdes Viloria (PI) via a phone conference to brainstorm alternative options for the professional development to continue,we believe we had a very successful virtual professional development program that was executed during the summer of 2020. That said, this year instead of holding one whole week of face to face (FTF) professional development for rural school district secondary (15) CATE and STEM participants, the PD-STEP team hosted two days of virtual professional development sessions for 16 participants. The fact that the PD-STEP team was able to recruit 16 participants was a huge success because rural school districts administrators demonstrated that they would not support the FTF professional development sessions due to COVID-19 and CDC social distancing guidelines. https://drive.google.com/drive/folders/13GaVf8rRdtRORhwRr8OBWtyyH6TuEPNH?usp=sharing Changes/Problems:We have had one major change in personnel - Dr. Elizabeth Casey is no longer working with Texas A&M International so she has been replaced with Dr. Marcela Uribe. Also another major challenge for the PD STEP team was the change from FTF training to virtual training. What opportunities for training and professional development has the project provided?The PD STEP team was able to host a two-day virtual interactive professional development session on Jul 14th and 15th. The topics for this presentation were the following: July 14, 2020 Schedule Location: Virtual Delivery for 16 participants. Faculty will be in LBV 176 to prepare and do the live streaming of this presentation. Each professional development session will begin at 8:40 a.m. Please plan accordingly. This includes making sure that you have the right live streaming link, audio and video. 8:45-9:00- Log-in and Welcome Remarks - Dr. Viloria 9:00- 10:15 - Lesson Plan Template 1- Dr. Al-Tameemi & Veronica Villarreal 10:15-10:30 - Break 10:30-12:00 - Corn Lesson Plan by Mrs. Veronica Villarreal & Dr. Al-Tameemi July 15, 2019 Schedule 8:30-8:35 - Log-in and Welcome Remarks - Dr. Viloria 8:35- 9:30- TAMIU Garden - Dr. M. Uribe and Berman Rivera 9:30-9:45 Break 9:45-11:15 - Oil Spill Lesson Plan by Mrs. Veronica Villarreal & Dr. Al-Tameemi 11:15-12:00 Masi Mejia- Texas Wildlife Association Overview How have the results been disseminated to communities of interest?Yes, the results have been shared with the following entitites: Texas A&M International College of Education dedicated website and lesson plan repository, Cotulla Independent School District, Freer Independent School District, Jim Hogg Independent School District, Webb County Consolidated Independent School District, and Zapata Independent School District. As well as with the following The Texas Forum of Teacher Education and the Texas Association of Teacher Educators. What do you plan to do during the next reporting period to accomplish the goals?The PD STEP team successfully requested a no cost extension to be able to provide FTF professional development training to rural school teachers at no additional cost to USDA-NIFA during the summer of 2021. During the virtual 2020 professional development training teachers expressed their desire fot participate in FTF training once all the COVID 19 social distancing guidelines are lifted.
Impacts
What was accomplished under these goals?
Goal 1- Recruit energetic mathematics, science, and CATE teacher teams from rural high schools (Webb CISD, Zapata ISD, Jim Hogg ISD, Cotulla ISD, Freer ISD); This year (2020), PD-STEP into the STEM Field project team had to modify the FTF professional development sessions to a virtual ones. Although, the virtual delivery was more challening to achieve, the PD STEP team was able to accomplish this goal with 16 participants from five participating rural school districts. The recruitment of Year 3 mathematics,science, and CATE teacher teams from rural high schools was done via telephone and emails as well as with the help of returning participants who helped in the recruitment of fellow teachers. Thankfully, year 3 recruitment efforts were successful Dr. Viloria (PI) has an established relationship with all of the five participating school districts. Goal 2 -Develop a set of initial lesson plans consistent with the proposed STEM Field Model as well as a web-based repository, STEM Field House (Basecamp software system); For Goal 2 the PD STEP team was able to upload 68 agriculture-based math and science lesson plans of the 105 lesson plans promised at the initiation of this grant award. https://drive.google.com/drive/folders/1QClUhdGHrY5nYO0YMxlRb9vElkyIlsx4?usp=sharing Goal 3- Host and facilitate a hybrid (1 week face-to-face and monthly online) innovative professional development for mathematics, science, and CATE teacher teams from rural high schools; and, This goal has not been one of the most successful goals since participants are very busy and highly streteched with their available times especially during 2020 since all Texas teachers were having to refine their technological skills. However, participants were given access to the online Master Gardner training to complete at their own pace but unfortunately only two teachers have completed the training. Goal 4- Use evaluative data to refine and expand the STEM Field Model to (a) replicate in Texas rural high schools, (b) contribute to the research base, and (c) disseminate in scholarly- and practitioner- based conferences and journals. During 2020, the PD STEP team was able to present research-based findings at one academic conference and successfully two academic manuscripts one which already in-press for 2020.
Publications
- Type:
Journal Articles
Status:
Awaiting Publication
Year Published:
2020
Citation:
Mireles, S., Viloria, M.L., Al-Tameemi, W., & Uribe, M. (2020). Instructional Research-based Practices Related to Agriculture Science. CSSOTE-The Texas Forum, (In Press)
- Type:
Journal Articles
Status:
Under Review
Year Published:
2020
Citation:
Mireles, S., Viloria, M.L., Al-Tameemi, W., & Uribe, M. (2019). Developing Rural
STEM Teachers' Research-Based Instructional Strategies. The Rural Educator 11-23-2019 (Theory & Practice in Rural Education 7-24-2020)
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2020
Citation:
Rural Schools Challenges to Recruit and Retain STEM Teachers: Professional Development for Multidisciplinary Teams, Critical Questions in Education Conference, Seattle, Washington, February 16-19, 2020.
|
Progress 03/01/19 to 02/29/20
Outputs
Target Audience:The STEP into the STEM Field's (STEM Field) goal is to develop and provide, to rural high school teacher teams (STEM Field Teams) from mathematics, science, career and technical education, with an innovative agricultural-based hybrid professional development opportunity. The STEP into the STEM Field research project directly addresses both the Agriculture- and Food- Research Initiative's (AFRI ), Education and Literacy Initiative's (ELI) overarching goal which is professional development for STEM teachers that identifies, utilizes, replicates, and disseminates instructional research-based best practices in an agricultural real-world context. For the 2019 summer professional development activities the project team recruited fifteen rural school STEM teachers from five rural school districts (Cotulla ISD, Freer ISD, Jim Hogg ISD, Zapata ISD and Webb County ISD). Changes/Problems:There has been one major change in the project team composition. Both Dr. Selina V. Mireles and Dr. Elizabeth Casey have left Texas A&M International University. Dr. Mireles has agreed to remain as a consulting member of the PD-STEP grant but Dr. Elizabeth Casey has asked the PI (Dr. Viloria) to replace her. Therefore, the PD-STEP team is now composed of Dr. Maria de Lourdes Viloria (PI), Dr. Weam Al-Tameemi (Co-PI), Dr. Marcela Uribe (Co-PI) and Mrs. Veronica Villarreal (Professional). What opportunities for training and professional development has the project provided?During the week of July 22-25, 2019, the PD-STEP professional development activities planned and delivered by the PD-STEP project team. Participants collaborated with hands-on classroom instruction activities focused on developing engaging student mathematics and science-based lessons targeting critical thinking skills like analyzing, evaluating, and explaining the key elements of the PD-STEP into the STEM Field Lesson Plan Model. Specifically participants discussed how to use mathematics lessons to explain to students the importance of agricultural mathematics in rural communities and science lessons to teach every day applications in the agricultural field. The following is one of the participant's comments regarding the integration of mathematics and science, The hands-on activities were engaging and practical. They are ready to be used in the classroom. Integrating mathematics and science into one lesson was added and evident. Participants shared innovative methods of instruction with fellow teachers, learned about the importance of STEM and CATE teachers' collaboration as described in the following participant's feedback; This professional development will enable me to implement the STEM lessons in to my science classes and to work with the agriculture teacher to build a school garden. Participants' discussions about how much freedom teachers really have to deviate from concepts they must teach or pre-established curriculum and the periods imposed upon them, greatly influenced the depth in which the mathematics and science concepts are taught, concluded in the following participant's thoughts: I do agree with the premise of creating and using a "hook" for students to be lured into the STEM fields. That hook is where PD-STEP comes in. How we design and use this "hook" is what we are examining in the PD-STEP grant program. Just as in fishing, we must "lure" with certain "bait" certain types of fish. Some fish are easy to catch and others will not be interested in our "lure". PD-STEP enables us to create and re-design these "lures" so s to increase the "fish" (students) being caught, thus interested in STEM related fields. How have the results been disseminated to communities of interest?The PD-STEP into the STEM Field team has shared the preliminary data from Years 1 & 2 of the PD-STEP grant in four academic conferences during the years (2018-2019). In addition, all five rural school districts superintendents and participating teachers have been provided access to the up to date PD-STEP lesson plans created during Year 1 2018 and will be provided access to Year 2 lessons as soon as February 2020. What do you plan to do during the next reporting period to accomplish the goals?During the next reporting period the PD-STEP into the STEM Field project team plans to publish at least four journal articles, plan the Year 3 summer professional development activities and present at two different professioanl conferences.
Impacts
What was accomplished under these goals?
Goal 1- Recruit energetic mathematics, science, and CATE teacher teams from rural high schools (Webb CISD, Zapata ISD, Jim Hogg ISD, Cotulla ISD, Freer ISD); The PD-STEP into the STEM Field project team carefully planned on-site visits to each of the five participating school districts. First, the project team contacted each of the five school districts via telephone and email to schedule on-site visits to explain the PD-STEP into the STEM Field research and professional development objectives. The PI travelled to each of the school districts to deliver the teacher applications and meet with district representatives during the week of October, 2018.. In total, we covered 145 miles and five Texas counties to recruit fifteen participants. The recruitment of Year 2 mathematics, science, and CATE teacher teams from rural high schools took several weeks. Nevertheless, year 2 recruitment efforts were smoother since the PI had already established a good relationship with all of the five participating school districts. In this case, the PD-STEP into the STEM Field project team recruited fifteen secondary teachers with the assistance of the participating rural school districts' superintendents and high school principals. Once all the fifteen participants agreed to participate in the PD-STEP STEP into the STEM Field professional development activities, the project team corroborated the professional development schedule. Goal 2- Develop a set of initial lesson plans consistent with the proposed STEM Field Model as well as a web-based repository, STEM Field House (Basecamp software system); PD-STEP into the STEM Field participants uploaded their individual lesson plans to the PD-STEP into the STEM Field cloud-based depository where the PD-STEP into the STEM Field Project Team will permanently store the Year 1 (45 lesson plans) and ultimately share with rural school teachers nationwide. During Year 2 the (2019) the STEM Field participants are scheduled to submit their individual lesson plans by December 31, 2019. Goal 3- Host and facilitate a hybrid (1 week face-to-face and monthly online) innovative professional development for mathematics, science, and CATE teacher teams from rural high schools; During the July 22-25, 2019 the PD-STEP into the STEM Field participants enjoyed a week long of agriculture, mathematicis and science -based hands-on professional development activities. Monday July 22, 2019 Schedule Location: BLK 104 Each professional development session will begin at 8:00 a.m. with breakfast. Please plan accordingly. 8:00-8:30 Breakfast & Welcome - PD-STEP into the STEM Field Research TEAM 8:30- 10:00- Dr. Weam Al-Tameemi & Veronica Villarreal - Presentation of the PD-STEP Lesson Plan Template and Model Lesson 10:00-10:20- Break and Walk to LBV 208 Lab 10:20-12:00-Dr. Weam Al-Tameemi & Veronica Villarreal Model Lesson Part 2 (Lab activity) 12:00 -1:30 Lunch at the Dusty Diner 1:30-3:00- Lesson Plan Challenges and Shortcomings & Expectations 3:00-4:30- Berman Rivera Presentation on Garden Do 's & Don'ts 4:30 -6:00 Dinner in the De La Chica Room Tuesday July 23, 2019 Schedule Travel to Mason Mountain Lodge in your own district vehicles and arrive by 11:00 a.m. to begin the day's activities. L.A.N.D.S. Intensive Program Intensive Program Teacher Training July 23, 2019 11:45pm - 12:45pm Workshop Registration /Get settled into your room 1:00pm - 1:20pm Welcome & Introductions 1:20pm - 1:40pm Wildlife Bingo 1:40pm - 2:10pm Who is TWA & History of L.A.N.D.S. 2:10pm - 2:30pm What do you want out of this training? 2:30pm - 2:50pm What do you presently cover in class that talks about Natural Resources, Land ethics, Wildlife, etc... 2:50pm - 3:15pm Habitat Circles (PW1 pg.78) 3:15pm - 3:45pm Break 3:45pm - 4:15pm L.A.N.D.S. Notebook Overview 4:15pm - 4:45pm Adaptation Artistry (PW2 pg. 206) Fashion a Fish (AW1 pg. 98) 4:45pm - 5:15pm Why Quail? / Critical Thinking 5:15pm -5:30pm Conservation Quotes 5:30pm - 6:30pm Quail Necropsy 6:30pm - 7:30pm Dinner Wednesday July 24, 2019 Make sure to check the time of the day's activities: ·6:15am - 6:50am Sunrise Learning to Look, Looking to See (PW3 pg. 334) Nature in ART (PW4 pg. 343) Wetland Metaphors (AW2 pg. 80) ·7:00am - 7:45 am Breakfast ·7:45am - 7:55 am Quick Bathroom Break/ Meet to divide into groups to travel to wetland ·8:00am - 9:30am Ranch Tour/Drone and topographic map lesson/ Technology in the field (AW3 pg. 108) Pond Succession ·9:35am - 10:00am Station #1 Terrestrial Insect Sweep ·10:05am - 10:30am Station #2 Aquatic Macroinvertebrate Sweep Water Canaries (AW4 - pg. 63) Micro Odyssey (AW5 - pg. 91) ·10:35am - 11:00am Station #3 Plant ID ·11:05am - 11:30am Station #4 Water Chemistry ·11:35am - 12:00am Station #5 Run For Your Life ·12:05am - 12:30am Station #6 Quail - Turkey CSI / Scent Station ·12:30pm - 1:00pm Take down/clean up Stations/Head back to Lodge ·1:00pm - 1:45pm Lunch ·1:45pm - 3:15pm Bug Presentation and Sample Identification ·3:20pm - 4:15pm Rainfall Simulator/Erosion Simulator Lesson/Seed Ball Activity ·4:15pm - 4:45pm Food Footprint (PW5 pg. 375) ·4:45pm - 5:15 pm Stewarding Texas Thursday July 25, 2019 (Last Day of Training) 7:00am - 7:45am Breakfast 7:45am - 8:45am Quail Politics: Team research and planning 8:45am - 9:30am Quail Politics: Presentation and conclusion 9:30am - 9:45am Break 9:45am - 10:30am Urban Waterway Checkup (AW 6 pg. 54) 10:30am - 10:45am Did we cover everything on our list? 10:45am - 11:00am Getting Involved With TWA (Why - When - How) 11:00am - 11:30am Post - L.A.N.D.S. Exam 11:30am - 11:45am Evaluations, Recognition, & Certificates 11:45am - 12:00pm Clean up / Pick up Meeting Room 12:00pm - 12:30pm Lunch 12:30pm - 1:00pm Pack up, Load up - Travel Home Safely Goal 4- Use evaluative data to refine and expand the STEM Field Model to (a) replicate in Texas rural high schools, (b) contribute to the research base, and (c) disseminate in scholarly- and practitioner- based conferences and journals. During the academic year 2019 the PD-STEP into the STEM Field project team successfully submitted 3 conference paper proposals and have already presented in two academic conferences and are scheduled to present at an additional conferenc in February 2020. Rural School Teachers' Leadership, Critical Questions in Education Conference, Savannah, Georgia, March 4-6, 2019. Place-based STEM Teacher Leadership, Collaborative Educational Programs for the Americas (CEPA), San Antonio, Texas, September 27, 2019. Rural Schools Challenges to Recruit and Retain STEM Teachers: Professional Development for Multidisciplinary Teams, Critical Questions in Education Conference, Seattle, Washington, February 16-19, 2020. Furthermore, the PD-STEP into the STEM Field project team has already submitted one manuscrirpt for possible publication Viloria, M.L., Mireles, S., Al-Tameemi, W., & Uribe, M. (2019). Developing Rural STEM Teachers' Research-Based Instructional Strategies. The Rural Educator 11-23-2019 and is currently working on an additional manuscript entiteld: Place-based STEM Teacher Leadership
Publications
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2019
Citation:
Place-based STEM Teacher Leadership, Collaborative Educational Programs for the Americas (CEPA), San Antonio, Texas, September 27, 2019.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2020
Citation:
Rural Schools Challenges to Recruit and Retain STEM Teachers: Professional Development for Multidisciplinary Teams, Critical Questions in Education Conference, Seattle, Washington, February 16-19, 2020.
- Type:
Journal Articles
Status:
Submitted
Year Published:
2019
Citation:
Viloria, M.L., Mireles, S., Al-Tameemi, W., & Uribe, M. (2019). Developing Rural
STEM Teachers' Research-Based Instructional Strategies. The Rural Educator 11-23-2019
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2019
Citation:
Rural School Teachers Leadership, Critical Questions in Education Conference, Savannah, Georgia, March 46, 2019.
|
Progress 03/01/18 to 02/28/19
Outputs
Target Audience:The TAMIU PD-STEP into the STEM Field Project Team initiated seven formal planning meetings as soon as the Project Team received the notice of potential grant funding from Victoria LeBeaux. Ph.D., National Program Leader and Dave Wagner, Program Specialist NIFA in late November 2018. Topics for these project initiation meetings included Roles & Responsibilities, IRB Application & IRB Protocol, Consent, Application and Surveys, Schedules, Participating Rural Schools' Superintendents Visits, PD-STEP into the STEM Field Lesson Plan(s) Model Template, Budget, PD-STEP Advisory Board Search, STEM Teacher Summer Professional Development, and Potential Donors for School Gardens. (Agendas for these Meetings and Sign-In Sheets are available upon request). Once the official NIFA Award letter was received on February 22, 2018, the PD-STEP into the STEM Field Project Team met to coordinate, prioritize and initiate Year 1- STEM teacher professional development activities.The meeting was held on February 27, 2018. Topics for this meeting included: TAMIU Garden Fence Review, TAMIU Garden Design, TAMUK Citrus Center Citrus Trees Donation, USDA-NRCS PD-STEP Advisory Board Member Flavio Garza Donation, East Foundation Ranch Visit March 9, 2018 at 11:00 a.m., Post -Award Meeting, District Lesson Plan Templates, Dates for Professional Development July 30- August 2, and TAMIU Dorms for participants. Target Audience The PD-STEP into the STEM Field Project Team conducted Year 1 successful science-based formal educational activities with 15 Webb CISD, Zapata ISD, Jim Hogg ISD, Cotulla ISD, Freer ISD mathematics, science, and career and technical education (CATE) rural high school teachers. Efforts The following formal science-based knowledge STEM teacher professional development educational activities at the Texas A&M International University campus. The PD-STEP into the STEM Field Project Team collaborated with the Webb County Texas A&M Agrilife Extension Office-Martha Ramirez & Jayla Frey, and East Foundation Ranch-Masi Mejia, and the City of Laredo Master Gardner Berman Rivera Canseco House Garden to organize and deliver the following professional development activities. On July 16, 2018 - PD-STEP into the STEM Field Project presented the following: Learn, Grow, Eat, & Grow Project (LGEG)/Research Overview LGEGG Grow Overview & Demo Building School/District Coalition LGEG Curriculum Weeks (1-6) DEMO LGEG Curriculum Weeks (7-10) Master Gardner Resources & Online Module Instructions Garden Kitchen Demo Participants collaborated with hands-on classroom instruction activities focused on developing engaging student science-based lessons targeting critical thinking skills like analyzing, evaluating, and explaining key elements of the PD-STEP into the STEM Field Lesson Plan Model. On July 17, 2018, participants were introduced to the following science-based experiential learning opportunities: Webb County Master Gardner Training Online Training Modules -Martha Ramirez & Jayla Frey- Texas A&M University PD-STEP into the STEM Field Lesson Plan Template Explanation- Dr. Weam Al-Tameemi & Mrs. Veronica Villarreal Farm Efficiency Lesson Demonstration - Dr. Weam Al-Tameemi & Dr. Lourdes Viloria The overarching goal for science-based experiential learning opportunities is to provide an on-going agricultural-based hybrid professional development opportunity for the 15 Webb CISD, Zapata ISD, Jim Hogg ISD, Cotulla ISP, Freer ISD mathematics, science, and career and technical education (CATE) rural high school teachers who are working in remote rural South Texas. Participants will use the remainder of the school year (2018) to complete the online Webb County Master Gardner training modules and complete a total of 50 hours of hands-on volunteer work in their immediate communities. Two of the five sites have started working on school garden projects (Jim Hogg ISD and Cotulla ISD). In doing, Jim Hogg and Cotulla ISD teams have written one garden funding grants each to the WHOLE KIDS foundation and expect to hear if they were funded on February 2019. Furthermore, the fifteen individual teachers are currently working on three agricultural-based lessons each. The due date for this curriculum development product is December 31, 2018. PD-STEP into the STEM Field teachers will upload their individual lesson plans to the PD-STEP into the STEM Field cloud-based depository (Syncplicity) where the PD-STEP into the STEM Field Project Team will review and permanently store the Year 1 (45 lesson plans) to ultimately share with rural school teachers nationwide. Furthermore, on July 18, 2018 Botanist Berman Rivera & Dr. Weam Al-Tameemi presented PD-STEP into the STEM Field teachers with a Texas- based organic gardening techniques and demonstration for growing vegetables, fruits, herbs and other edible plants. Teachers were able to see how Mr. Rivera prepares the soil for planting, and the importance of using environmentally friendly soil-enrichment practices at the City of Laredo, Texas Canseco House Garden. Dr. Weam Al-Tameemi demonstrated the math and science-based lesson plan connections with the PD-STEP into the STEM Field created lesson plan entitled Beautiful Patterns based on the Fibonacci sequence. Finally, on July 19, 2018 - the PD-STEP into the STEM Field project team and teachers travelled to the Texas -based East Foundation San Antonio Viejo Ranch where Masi Mejia presented teachers with the following extension and outreach science-based professional development activities: Conservation and Land Stewardship Characteristics of Environments Structure/Function and Survival Basic Needs Inherited Traits and Resemblance Ecosystems - Biotic and Abiotic Groundwater, Surface Water, and Watersheds Populations and Communities The first year of the PD-STEP into the STEM Field professional development activities focused on establishing research-based instructional strategies aligned to curriculum standards that are purposefully centered on: (1) agricultural mathematics, science, and technology knowledge and skills; (2) specific needs of English language learners; and, (3) indigenous, authentic agricultural topics through field-based experiences first. The second year of the PD-STEP into the STEM Field professional development activities will focus on collecting schools' academic performance data based on teacher participation and implementation of the PD-STEP into the STEM Field lesson plans. Changes/Problems:The following changes have transpired during Year 1 of the PD-STEP into the STEM Field project: Drs. Selina Mireles, Elizabeth Casey, and Weam Al-Tameemi left TAMIU Dr. Viloria reported changes in personnel to replace Dr. Elizabeth Casey with Dr.Marcela Uribe and add a 9th-12th grade math practioner to the project team Mrs. Veronica Villarreal. Dr. Viloria has already started meeting with individual school districts to recruit Year 2 participants and since the participating school districts are very small rural school districts, the superintendents have voiced their concern with the recruitment of additional secondary education STEM teachers (or teacher teams) which they simply do not have due the size of their school districts. Therefore, a very high possibility exists of keeping the same 15 teachers for a second year of professional development, or inviting middle school teachers who can potentially be moved to 9th-12th grade position as the districts' needs change. This unexpected situation could potentially be reported as a strength since the 15 STEM teachers have already shown a high level of commitment to the PD-STEP into the STEM Field professional development activities, or it could also be a limitation since the project goal was to reach 45 different teachers. What opportunities for training and professional development has the project provided?The PD-STEP into the STEM FIELD Research Project Team has provided the following Summer 2018 professional development actvities: July 16, 2018 Texas A&M Agrilife Extension Center Representatives Martha Ramirez and Luis Colin 9:15 to 5:00 p.m. Topics ( Learn, Grow, Eat & Grow Curriculum Demo & Master Gardner Resources plus Garden Kitchen Demo July 17, 2018 Master Gardner Training, PD-STEP into the STEM FIELD Lesson Plan Template Introduction by Dr. Weam Al-Tameemi & Veronica Villarreal & Lesson Plan 1 demonstration July 18, 2018 Canseco House Garden Demonstration by Botanist Berman Rivera and PD-STEP into the STEM Field Lessons 3 & 4 demonstration July 19, 2018 San Antonio Viejo Ranch Field-based demonstration and hands-on training. On-going online Master Gardner Training How have the results been disseminated to communities of interest?The PD-STEP into the STEM Field project team has presented the beginning and on-going project-related activities at one internal conference and hopes to present their research-based findings at a practioner-based conference in 2019. In addition, Drs. Viloria and Uribe have been invited to become board members of the Webb County Texas A&M Agrilife Extension Office where they have disseminated the goals and objectives of the PD-STEP into the STEM Field Project. Furthermore, the project team has assisted Cotulla ISD and Jim Hogg ISD teachers with the writing of WHOLE KIDS Foundation garden grant where USDA-NIFA have been acknowledged based on the PD-STEP into the STEM Field funding. At TAMIU the project team has become involved in establishing, coordinating and the development of the TAMIU Garden. These efforts have been a collaborative endeavor with the following TAMIU Colleges and Departments (College of Education, University College, College of Arts and Science, Office of Institutional Advancement, Office of Finance and Administration and multiple student organizations who have devoted their efforts to the maroon is the new green campaign to promote environmentally safe practices. What do you plan to do during the next reporting period to accomplish the goals?During Year 2 of the PD-STEP into the STEM Field Project, the project team hopes to plan and deliver a successful year 2 summer 2019 professional development seminar. In addition, the project team is eager to complete the Year 1 data analysis in order to complete the first manuscript and submit it for publication prior to the end of January 2019. Since the project team has had some personnel changes during Year 1 (Drs. Selina Mireles, Elizabeth Casey and Weam Al-Tameemi) have left the university, the remaining onsite project team member and PI Dr. Viloria has had to add Dr. Marela Uribe and Mrs. Veronica Villarreal as project team members. Nevertheless, Dr. Viloria has revised the existing IRB application to add Drs. Mireles, Casey and Al-Tameemi to work in the data analysis and dissemination via scholarly activities and artifacts, which she hopes to increase during the second year of this project.
Impacts
What was accomplished under these goals?
The PD-STEP into the STEM Field Year 1 STEM teachers' summer professional development and online agriculture-based mathematics and science training were successfully accomplished. Objective 1- The project team carefully planned on-site visits to each of the 5 participating school districts. (See Table 1) Table 1 School District Number & Types of School Population Size County Latitude Coordinates Longitudinal Coordinates Cotulla ISD Cotulla ECLC Ramirez Burks ES Newman MS Encinal ES High School 3,614 LaSalle 28°26′3″N 99°14′11″W Freer ISD Norman Thomas Elementary Freer Junior High Freer High School 3,241 Duval 27°52′45″N 98°36′58″W Jim Hogg ISD Hebbronville ES Hebbronville Junior High Hebbronville Early College 4,558 Jim Hogg 27°18′41″N 98°40′52″W Webb County ISD Oilton ES Bruni MS Bruni HS Bruni, TX -379 Oilton, TX 152 Webb 27°25′42″N 98°50′17″W 27°28′8″N 98°58′33″W Zapata ISD Villarreal ES Zapata South ES Zapata North ES Benavides ES Zapata MS Zapata HS 5,089 Zapata 26°54′22″N 99°16′12″W Objective 2- The project team developed 5 initial lesson using the PD-STEP into the STEM Field Lesson Plan Template (see Lesson Plan #1). Presently, participants are working on 3 individual lesson plans to upload into the Year 1 depository. Title: Template Lesson SAMPLE (A portion of this template was left out due to space limitations) Grade Level(s) and Focus Area PD-STEP lessons should be appropriate to for 9th-12th grades focusing on Mathematics and Sciences. The Texas Education Agency updated Career and Technology Education Essential Knowledge and Skills (CTE) in 2017. Although, the PD-STEP into the STEM FIELD Project Team acknowledges that currently 16 (CTE) clusters exist in TAC § 130; for the purposes of the PD-STEP Lessons, the focus will be on the following clusters: Please mark the appropriate CTE cluster for the lesson: if applicable: ____ Agriculture, Food and Natural Resources ____ Education and Training ____ Health Science ____ Human Services Identify Subject Area- Select and add all that apply Teachers please note that you will have the flexibility to select appropriate subject specific TEKS for your respective lesson: Algebra I Geometry AP Biology AP Chemistry AP Environmental Science Content Objective(s): Students will apply mathematics to problems arising in everyday life, society, and the workplace at 80% accuracy (TEKS § 111.39 Algebra I & §111.41 Geometry). Students will apply science and technology to problems arising in everyday life, society, and the workplace at 80% accuracy (TEKS §127.11 - §127.16). Students will identify the interrelationships among the resources within the local environment system at 80% accuracy (TEKS § 112.37 Environmental System) Students Learning Outcomes (SLO's): The 9-12 teacher students will select the appropriate TEKS for all/ or some of the following subjects: (Please select your TEKS either from the Appendix in this Template lesson or from the following link) Purpose of Agriculture & Food Research Initiative (AFRI)-Select all that apply by listing them in your lesson plan: Key problems of local importance the impacts regional, national, global sustainability of organic and urban agricultural systems: Materials Needed: List all the materials needed to use in the lesson such as: Suggested List of Related Web Site Information for Teachers: www.aurumscience.com Note: Other resources might be listed based on the lesson Engagement Activity: Each PD-STEP lesson should start with an activity that stimulates students' prior knowledge. This activity should last approximately 5 minutes. Suggested background knowledge for the lesson Teaching Nutrition (Tips for Healthy Living) Instructional Strategy This lesson will follow the reciprocal teaching (Palinscar & Brown, 1984) instructional strategy. Students will observe their teacher explain the student learning objectives and will work in small groups to implement the explicitly taught procedures during each of the stages of preparing the materials for the garden, planting the seeds, taking care of the garden, collecting data from the garden during this lesson, and interpreting the results. (Please check Syncplicity Drop Box for more information). Objective 3- The project team facilitated Year 1 professional development week for teachers. In addition, online professional development for is currently being delivered. On July 16, 2018 - PD-STEP into the STEM Field Project teachers were presented with the following: Learn, Grow, Eat, & Grow Project (LGEG)/Research Overview On July 17, 2018, participants were introduced to the following science-based experiential learning opportunities; On July 18, 2018 & Dr. Weam Al-Tameemi presented PD-STEP into the STEM Field teachers with a Texas- based organic gardening techniques and demonstration for growing vegetables, fruits, herbs and other edible plants.Teachers were able to see how Mr. Rivera prepares the soil for planting, and the importance of using environmentally friendly soil-enrichment practices at the City of Laredo, Texas Garden.Dr. Weam Al-Tameemi demonstrated the math and science-based lesson plan connections with the PD-STEP into the STEM Field created lesson plan entitled Beautiful Patterns based on the Fibonacci sequence. On July 19, 2018 - the PD-STEP into the STEM Field project team and teachers travelled to the Texas -based East Foundation San Antonio Viejo Ranch where Masi Mejia presented teachers with the following extension and outreach science-based professional development activities: Objective 4- The PD-STEP into the STEM Field project team has not yet started to replicate the STEM Field Model to other Texas rural high schools yet. The project team envisions that this will occur during the third year of this grant. However, the PD-STEP into the STEM Field project team is currently working on a manuscript for publication by January 2019. In addition, the project team has presented their work at one international conference (International Council on Education for Teaching 62nd World Assembly) and anticipates to present at the Hispanic Association for Colleges and Universities Conference in May 2019. Furthermore, Dr. Viloria's work was featured at the 2018 National Entomological Society of America meeting held jointly with the Entomological Society of Canada and the symposium entitled Continued Challenges in Entomology from a Woman's Perspective presented by Dr. Joyce Parker-Duffy, National Program Leader Division of Community and Education Institute of Youth, Family, and Community with USDA National Institute of Food and Agriculture.
Publications
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2018
Citation:
International Council on Education for Teaching 62nd World Assembly, STEP into the STEM Field South Texas Rural Schools Research Project, July 9-11, 2018, TAMIU Laredo Texas
- Type:
Conference Papers and Presentations
Status:
Under Review
Year Published:
2019
Citation:
Hispanic Association for Colleges and Universities (HACU), 2019, STEM Field Model
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