A convenient way to improve K-12 teachers' understanding of engineering and technology is to use experts in these areas as resources. The Tufts University Student Teacher Outreach Mentorship Program (STOMP) model forms collaborations between undergraduate or graduate students and classroom teachers to take advantage of each party's expertise. These undergraduate and graduate students, or STOMP fellows, study science, technology, engineering, and math (STEM) subjects at the university level and can be considered experts in these subject areas because of their constant exposure to, and knowledge of these topics. As experts, they share their knowledge with teachers to help teachers build an understanding of, and comfort level with engineering and technology. The end goal of this partnership is to provide a teacher with the knowledge, tools, and confidence to implement an engineering and technology curriculum in their classroom. In this paper we examine teachers' reactions on their participation in STOMP. We specifically look at teacher perceptions of STOMP, experience and comfort level in teaching STEM content, and their shear interest in the STOMP program. We also examine a need and rationale behind a three-phase model in which STOMP has a sustainable impact on a teacher's ability to implement STEM curricula. Results of this study show that STOMP has raised teachers' confidence in teaching and knowledge of engineering and technology content. These results support the use of a three-phase model to create a sustainable program that empowers teachers to gain independence in teaching in these previously unfamiliar content areas.
|Original language||English (US)|
|Journal||ASEE Annual Conference and Exposition, Conference Proceedings|
|State||Published - Jan 1 2010|
|Event||2010 ASEE Annual Conference and Exposition - Louisville, KY, United States|
Duration: Jun 20 2010 → Jun 23 2010
ASJC Scopus subject areas