Project Infuse: Engineering Infusion in Physics
NSF-Funded STEM Summer Course for High School Physics Teachers
Join our community of physics teachers responding to the inclusion of
engineering in the Next Generation Science Standards!
YOU ARE INVITED to be on the forefront of the Next Generation Science Standards movement by
contributing to a research project exploring the infusion of engineering concepts into high school
physics courses. Participate in an engaging process of critical reflection and analysis with a select
number of your peers on the beautiful UMass Boston campus this summer!
What’s Involved: Join Professors Arthur Eisenkraft and Kristen Wendell and
high school teachers Derek van Beever and Shu-Yee Chen and 20 of your
colleagues for two, two-week summer workshops in 2014 and 2015. In the first
workshop, we unpack four engineering concepts (design, analysis, models, and
systems) and explore methods to infuse them into our teaching of high school
physics. The next summer, participants share their experiences teaching
engineering-infused units in their school setting and participate in further
engineering-infused curriculum development for high school physics. The
facilitators for the workshops include veteran Project Infuse physics teachers
from the Boston area and STEM educators from the Project Infuse team.
“After having completed the
program, my fellow teachers
and I knew so much more
about important foundational
concepts for engineering and
were excited to explore ways to
intertwine physics and
engineering together.”
Qualifications: Participants must commit to the two summer workshops and to teaching at least one
engineering-infused physics unit at their high school during the 2014-2015 year. Preference is given to teachers
who possess an interest in incorporating engineering into their classes, have a collaborative mindset, are effective
communicators, and are able to make a two-year commitment for participation in the project. Additional
preference will be given to multiple teachers from the same school or district.
Where: University of Massachusetts Boston Campus
When: Session One will take place July 7-11 & July 14-18, 2014
Session Two will take place July 6-10 and July 13-17, 2015
Compensation: $2,200 total
 $850 upon completion of July 2014 two-week workshop
(with option to apply $350 to 3 graduate credits)
 $250 in June 2015 pending teaching an engineering-infused unit
 $850 upon completion of July 2015 two-week workshop
(with option to apply $350 to 3 graduate credits)
 $250 in June 2016 upon completion of final paperwork
Lunches and parking also provided each day of the summer workshops
“I constantly think about ways that
engineering can enhance the physics students
are learning, providing the bridge between
abstract ideas and real-world application, and
spark students’ interests and engagement in
the engineering design process.”
“As the Next Generation Science
Standards become a reality, the ability
to have participated in groundbreaking
work in engineering infusion has given
me a positive perspective on how to
bring this work back to my school.”
“Project Infuse has been one of the
most valuable professional
development programs that continue
to shape and change my perspectives
about teaching science in a high school
setting.”
Expectations for Participants
Being selected to participate in the Engineering Infusion program is an outstanding honor and commitment. It
honors your dedication to the advancement of your profession, your school, your students, and your personal
professional development. The list below outlines the responsibilities of the participants in the Engineering
Infusion National Science Foundation grant.
Activity
Complete and return application to
COSMIC
Participate in a two-week summer
workshop at University of
Massachusetts Boston (lunch and
parking provided)
Keep a reflective log, video-record, and
host a visit from Project Infuse team
during one engineering-infused physics
unit in your high school classroom
Be reflective, committed, and
supportive in order to grow
Date
Compensation
3/1/2014
7/7-7/11 &
7/147/18/2014
$850
(July 2014)
8am – 3pm
Participants can
elect to use $350 of
the $850 for 3
graduate credits
from UMB
During the
2014-2015
school year
ongoing
Participate in evaluation and research,
such as surveys and interviews
During and
after
participation
Participate in three to four afternoon
call-back sessions at University of
Massachusetts Boston
During the
2014-2015
school year
Participate in a follow up two-week
summer workshop at University of
Massachusetts Boston (lunch and
parking provided)
7/6-7/10, &
7/13 – 7/17,
2014
8am – 3pm
$850
(July 2015)
Complete post project surveys and
analysis
During the
2015-2016
school year
$250
(June 2016)
TOTAL
Notes
$250
(June 2015)
$2200
Participants can
elect to use $350 of
the $850 for 3
graduate credits
from UMB
Project Infuse: Engineering Infusion in Physics
NSF-Funded STEM Summer Course for High School Physics Teachers
Application
Please return completed applications via email to anthea.gabriel@umb.edu or via mail to Anthea Gabriel, COSMIC,
UMass Boston, 100 Morrissey Blvd, W-4-181, Boston, MA 02125, no later than March 1, 2014, or until all slots are
filled. Applicants can expect to receive application status by April 1, 2014.
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EDUCATION INFORMATION
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Number of Years Teaching (including this year):
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For more information, contact Roxane.JohnsonDeLear@umb.edu or call 617-287-5632
Open Response Questions
Please answer both of the following questions to help us with the selection process. We are
looking for teachers who are a good fit with the objectives of the project, including
understanding classroom dynamics, implementing experimental curriculum, and taking a
reflective stance as an educator.
1. Classroom Instruction: Select a physics or engineering topic or concept. Provide a brief description
of this topic, how you teach this in your classroom, how you connect it with other units, and why the
topic may be difficult for students to learn. (300-350 words)
Click here to enter text.
2. Impact of Reflection on Curriculum Development: Provide a detailed example of how you have
adapted a curriculum topic over the course of a few years. Contrast the lesson as it was first taught
and how it evolved. Explain what changes you made and your rationale for making those changes.
(300-350 words)
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For more information, contact Roxane.JohnsonDeLear@umb.edu or call 617-287-5632