| Outcome/accomplishment:
This education program trains middle- and high-school teachers in science,
technology, engineering, and mathematics (STEM) subjects by engaging them
in cutting-edge research on a university campus. The research areas
include artificial muscles, robotic fish, bio-sensors, bio-mechanics, bio-fuels,
and bio-molecular engineering.
Impact/benefits:
The STEM teachers are trained in (1) forming strong partnerships with research
institutions, with school districts, and with industry in advanced pre-college
science and engineering education and (2) implementing innovative curricula
by translating cutting-edge developments from academia into classrooms.
Ultimately, these STEM activities should attract more young people to careers
in science and engineering and provide them with the confidence and skills
needed to succeed in the global marketplace.
Explanation/ background:
The program, known as Research Experiences for Teachers on Bio-Inspired
Technology and Systems (RET-BITS), provides a multi-week summer experience
for a cadre of leading middle- and high-school STEM teachers. This
STEM-education activity is affiliated with the Center for Wireless Integrated
MicroSystems (WIMS), an NSF-funded Engineering Research Center (ERC) headquartered
at the University of Michigan. The RET-BITS effort will propel forward,
during the coming years, educational programs begun earlier so that the
now-graduated ERC can continue as a vehicle for attracting young people
to careers in science and engineering.
ERC education program staff
earlier won a major award for a very successful series of short courses
for pre-college students. Their initiatives in teacher education
and RET are bringing ERC concepts in autonomous control and materials to
a set of enthusiastic teachers who are taking the knowledge back to their
middle- and high-school students as well as to teaching colleagues.
The Summer Institute, which
ran from June 21 through August 6, 2010, included the following major components:
(1) Research Experiences, in which participants worked in their faculty
mentors’ labs on bio-inspired projects to gain hands-on experiences and
technical understanding that broadened their knowledge base); (2) Curriculum
development, through which a curriculum specialist coached individual teachers
and time was set aside for the teachers to digest research materials and
work on ideas for new curriculum materials; (3) Workshops conducted for
teachers to improve their professional skills, such as presentations; (4)
Seminars by faculty mentors and graduate students to expose the participants
to a broad range of university research and educational activities; and
(5) Visits to university research labs and facilities and a field trip
to the University of Michigan. During the last week all teachers
presented their research and learning experiences and findings and prepared
a poster summarizing their summer experiences and future plans |
