This virtual brief paper describes the efficacy of hybrid professional development used for the CoastLines Innovative Technology Experiences for Students and Teachers (ITEST) project. Over a three-year period, CoastLines introduced middle and high school teachers to the use of geospatial technologies as a tool for science instruction. Its hybrid professional development format included 40 hours of Webinars and an 80-hour summer institute. In response to formative feedback, the format was revised each year throughout the course of the project.
The University of Montana’s Paleo Exploration Project (PEP) was a professional development program for K-12 Montana teachers, which also provided authentic, field-based, residential summer research experiences for over 80 Montana middle school students. The program’s scientific focus was the ancient environments and fossils of eastern Montana, which to leveraged student’s innate interest in dinosaurs to build a deeper understanding of “doing science” and encouraged future pursuit of STEM coursework and careers.
Developing Project Based Instructional Units Utilizing ArcGIS Online is an open, asynchronous, self-paced 40 hour, 5 module training course that utilizes ArcGIS Online for secondary educators (thoguh post-secondary educators may benefit from the course as well). This course is designed for educators who are familiar with and who have taught with ArcGIS, particularly non-GIS educators who would like to add a geospatial perspective, project based instructional techniques, and the "power of data" to their existing courses.
In addition to an NSF cross-program panel and keynote addresses, this Summit featured numerous breakout sessions hosted by ITEST project PIs and evaluators in 4 strands: Shaping educational pathways to STEM careers, Embedding research and assessment into project work, Evaluation, and Topics of general interest.
Embedding Research and Assessment into Project Work
The Innovation Institute: Problem to Product (I2), takes young people through the entire process of inventing a device, software or other technology. I2 stresses STEM content and process in engineering, entrepreneurship, and innovation.
A pathway to STEM careers and college for inner-city high school students is built around the use of cutting-edge geospatial and computer modeling to investigate pressing urban ecological problems in their neighborhood.
Arizona high school students solve problems through data collection and analysis utilizing geospatial technologies. Professional development is provided for 40 secondary teachers in Career and Technical Education (CTE), mathematics, and science.
In Phoenix, Arizona, 48 Science and Math teachers are learning to use geospatial IT, computer mapping programs, aerial and satellite images, and image analysis software with their students in community-based research projects.