Program Description

"Teaching as a Profession" is an interdisciplinary dual graduate degree between the College of Engineering and the College of Education for graduate students who are interested in learning, developing and practicing teaching skills in order to enhance their future careers. As a dual degree, 20% of the coursework from each graduate degree (engineering and education) will count towards both degrees.

This program encompasses four primary objectives.

• To provide a pathway for science, technology, engineering, and mathematics (STEM) graduate students, who are interested in teaching, for exploring and experiencing significant educational opportunities.
• To allow STEM students to develop teaching skills that will enhance their overall career skills, e.g., knowing how people learn, designing positive learning experiences, understanding developmental cognitive processes, and assessing if people have learned what they have been taught.
• To educate STEM students on the basic fundamentals of education and teaching, thereby increasing the number of potential future K-12 science and mathematics teachers.
• To provide an educational foundation for STEM students who may decide to continue their studies by pursuing a graduate degree in education.

The program was created in order to meet increasing needs within the K-12 STEM arena. Specifically,

• National and state need for K-12 science and mathematics teachers.
• Teaching skills are now recognized as important career skills, just as important as leadership and entrepreneur skills.
• The necessary infrastructure and interdisciplinary collaboration exists at OU for such a program to succeed.
• Interest is high among STEM students for such a program.
• In a survey of College of Engineering undergraduate and graduate students (N = 105), 40% very strongly agreed that "teaching with a science/math teacher in a K-12 school would be fun."
  

Program Outcomes

Outcome data is not yet available. The program will be implemented in Fall 2004.

Program Implementation

The implementation of this program requires a strong and trusting working relationship between the Colleges of Education and Engineering. Both colleges must identify and develop courses amenable to both a graduate education and engineering degree. For example, at the University of Oklahoma, we will implement the following course work. These courses originated from a course we developed for graduate students working in K-12 schools through the Authentic Teaching Alliance, a NSF funded program.

•  Principles of Science and Mathematics Authentic Education

(Prerequisite: enrolled in the "Teaching as a Profession" program or permission of the instructors)

Introduction for scientists, engineers, and mathematicians to the fundamentals of authentic education for K-12 students. Topics include: cognitive development and learning styles of K-12 students; foundations of authentic education; authentic education case studies; designing, implementing, and assessing authentic science and mathematics activities; state and national education standards; and classroom observations. Co-taught by science/engineering and education faculty. (Fall semester, 4000-level, 3-credit hours)

• Principles of Science and Mathematics Authentic Education - Classroom Practicum (Prereq: Principles of Science and Mathematics Authentic Education)

Classroom practicum working with a K-12 science or mathematics teacher in designing, implementing, and assessing authentic activities for that teacher's class. Weekly lecture sessions focus on: incorporating real-world science and mathematics components into K-12 authentic activities; best practices for developing student motivation, interest, and ownership in the activities; and peer-reflection and feedback on the developed authentic activities. Co-taught by science/engineering and education faculty. (Spring semester, 4000-level, 3-credit hours)

The remainder of the curriculum will utilize courses already available within the Colleges of Education and Engineering. Thus, the program required an initial time investment to design the two specialized classes described above. Once implemented, the program will require some additional advising duties and responsibilities.