The STEM Education & Leadership Program
Illinois State University
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A Mathematics Science Partnership Program
(DoE/ISBE funded) that integrates multiple
disciplines: science, technology, engineering,
and mathematics (STEM).
 Only one other university in the U.S. (Virginia Tech)
has developed an integrative STEM program at the
graduate level.
 Prepares teachers for endorsement requirements
associated with the following disciplinary areas:
technology education, physics, and teacher
leadership.
 Almost entirely online
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Title II, Part B, Sections 2201-2203, of the No
Child Left Behind Act of 2001 (NCLB) authorizes
the Mathematics and Science Partnerships
(MSP) program as a means to improve teacher
quality in mathematics and science.
The intent of the program is to increase the
academic achievement of students in
mathematics and science by enhancing the
content knowledge and teaching skills of
classroom teachers.
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Improve teachers’ subject matter knowledge,
strengthen the quality of their instruction, and
promote student academic achievement.
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Promote strong teaching skills through access to
experts, and their technologies and resources.
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Increase the understanding and application of
scientifically based educational research
pertinent to mathematics and science teaching
and learning.
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Provide quality professional development for
middle and high school STEM teachers;
Increase teacher content knowledge in the
STEM disciplines;
Improve instructional practices and/or
curriculum;
Increase student achievement; and
Improve the organizational support at the
school level.
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The federal legislation emphasizes that the
programs should prepare teachers to
effectively and sequentially integrate their
experiences from their MSP activities and
mentor other mathematics or science
teachers.
The development of applicable leadership
skills and talents should be interwoven
throughout the term of the professional
development sequence.
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College of Applied Science and Technology
 PI
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College of Arts and Sciences
 Co-PI
 One mathematics education consultant
 One science education consultant
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College of Education
 Co-PI
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Center for Mathematics, Science, and
Technology
 Managing Director
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State-wide application
Nearly 70 teachers applied
Accepted 30 (27 remain in cohort 21 HS & 6 MS)
Need to hold Illinois teaching certificate
1 LEA partner required
Mix of science, technology, and mathematics
teachers
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Norm-referenced tests, and/or criterion-referenced tests
show that achievement in mathematics and/or science is
falling below 60 percent of students meeting or exceeding
the Illinois Learning Standards, as disaggregated by factors
such as socio-economic, gender, ethnicity, etc.
15% of the children served by the LEA are from low-income
families or 6,500 children served by the LEA are from lowincome families.
Teacher quality issues, such that not all teachers of
mathematics and science hold full or appropriate
endorsement, or they are placed in teaching assignments
that are beyond their expertise and experience levels.
Planning Phase Logic Model (FY 08)
Inputs
Processes
Outputs
STEM Program
Development
Teacher Cohort
PI &
Planning
Team
Collaboration with
LEA Partner
(Peoria Schools)
LEA Needs
Assessment
•Program presentation
and open discussion.
•Obtained feedback on
program features
•Adjusted program to
meet concerns
•Lit reviews & research
Teacher leadership
Administrative involvement
Guidance counselor
STEM-related professional development
•Core course development
Research core
STEM Education & Leadership sequence
Content courses & electives
Internal/External
Evaluators
ISU Faculty
& Resources
Statewide
Needs
Assessment
Strategic Implementation
Plan
•Online survey
•Random sample of teachers and
matched principals
•Asked background and
interest/support levels for program
features
•Will be used to adjust program
features
Evaluation
Plan
•SEC
•APR
•Content exam
•Student data
•Qualitative data
•MOSART
STEM Ed & Leadership
Program
STEM Learning
Community Team
Comprehensive
Evaluation Plan
Implementation Phase Logic Model (FY 09)
Inputs
STEM
Program
Teachers
Students
Baseline data
Peoria School District
Partner Administrative
programmatic support
ISU Faculty &
Resources
STEM Experts &
Technologies
Processes
Outputs
STEM Program
Goal 1:
•Engineering Design course
•Medical, Agricultural, & Bio Technologies course
•Transportation, Energy, & Power course
•Research Methodology & Statistics course
•STEM PCK course
•STEM Interdisciplinary Curriculum & Teaching course
•STEM Learning Theories course
Goal 2:
•STEM Leadership course
•Manufacturing lab at ISU
•U of I resources (nanotechnology)
Goal 3:
•Research Methodology & Statistics course
•Professional Research course
•Action Research projects
Improved subject matter
knowledge
Strong teaching skills
Change in culture of
school
Increased understanding and
application of research
Increase in student
achievement
Endorsements
•Technology education and/or physics, and/or
teacher leadership
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The program is completely integrated/
interdisciplinary and is thoroughly grounded
in the research literature.
Each class and assignment completed is
focused on STEM education in the classroom.
Action research will be conducted throughout
the degree program for teachers to
implement, analyze, and reflect on new
approaches to teaching and learning.
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A standards-based, meta-discipline residing at the school
level where all teachers, especially STEM teachers, teach an
integrated approach to teaching and learning, where
discipline specific content is not divided, but addressed and
treated as one dynamic, fluid study (Merrill, 2009).
An approach to teaching that removes the traditional
barriers between the four disciplines by integrating them
into one cohesive means of learning.
 Enables students to explore math and science in the
context of technological problem solving and engineering
design.
In the real world, these
disciplines are closely
connected. Scientists often
use technologies created by
engineers to conduct their
research.
In turn, engineers often use
knowledge developed by
scientists to inform the
design of the technologies
they create.
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Summer 2008
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– Curriculum Development,
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Technological Design, and
Problem Solving
– Medical, Agricultural, and
Bio-Related Technologies
Fall 2008
– STEM Pedagogical Content
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Knowledge
Spring 2009
– STEM Interdisciplinary
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Fall 2009
– STEM Learning Theories
– Professional Research
Spring 2010
– STEM Leadership
Summer 2010
– Transportation, Energy and
Power
– Evaluating Student
Performance
Curriculum and Teaching
Summer 2009
– Research Methodology and
Statistics in Education
– Engineering Design
33 Semester Hours
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The following data gathering instruments and
research periods have been established for this
program:
 SEC (Fall 2008 and Spring 2010)
 Inside the Classroom Observation and Analytic
Protocol
(Fall 2008, Spring 2009, Fall 2009, & Spring 2010)
 MOSART (Spring 2009 and Spring 2010)
 Illinois Content Examination (Summer 2010)
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STEM is a buzzword, often misunderstood
Teachers are hungry for this approach, even if they (at first)
do not readily understand it
Mathematics and science teachers are struggling to find the
time for context in their classrooms given high stakes testing
Teachers and graduate students (and now most universities)
expect a graduate program to be delivered online
Cohort model seems to be very effective
STEM offers a richer, more rigorous, and extra applicable
approach to teachers, than does an MS degree in a single
discipline