Science and Technology Enhancement Program (STEP)
Project STEP stands for Science and Technology Enhancement Program. STEP is a collaborative partnership between the University of Cincinnati Colleges of Engineering and Education and Secondary Schools. Funded by the National Science Foundation (NSF), STEP is a $1,377,000 program extending from June 2002 to May 2005.
STEP exists to support fellowships and associated training that will enable graduate students and advanced undergraduates in the sciences, mathematics, engineering and technology to serve in K-12 schools as resources knowledgeable about both the content and applications of Science, Mathematics, Engineering and Technology (SMET). Support to STEP Graduate Fellows consists of a stipend of $21,500 per year (12 months) for a maximum period of three years, up to $10,500 per year educational supplement, and up to $15,000 per year to cover graduate tuition. Support to STEP Undergraduate Fellows consists of a stipend of $10,000 per year for three years. Undergraduate Fellows may also petition for co-op credit.
The goals of STEP are: to produce scientists, engineers, and secondary/math educators who are experienced in developing and implementing authentic educational practices into current secondary science/math curricula, and to design, develop, and implement hands-on activities and technology-driven inquiry-based projects, which relate to students' community issues. Expected outcomes of the program include:
- Improved communication and teaching skills for the Fellows,
- Enriched learning by K-12 students,
- Professional development opportunities for K-12 teachers, and
- Strengthened partnerships between institutions of higher education and local school districts.
STEP participants include teachers (22) from eight secondary schools from two middle, three middle-high, and three high schools located in urban and sub-urban school districts of Cincinnati), as well as Graduate (9) and Undergraduate (8) Fellows from the University of Cincinnati. Faculty (10) from the College of Education and College of Engineering will provide assistance, guidance, ideas, and opportunities for development. Additionally, the project will be support by a dedicated graphics/web developer.
The teachers and Fellows will work in teams to design, develop, and implement hands-on activities and technology-driven inquiry-based projects, which relate to the students' community issues, as vehicles to authentically teach SMET skills. Collaboration across teams will be structured into the project. Activity themes will focus on: 1) innovations in construction materials, 2) civil infrastructure renewal, and 3) transportation for the future in Civil Engineering; and 1) the water cycle, 2) water quality, and 3) stream biology and ecology within the context of a river watershed in Environmental Engineering and Science. Activities will be incorporated into lessons, demonstrations, laboratory exercises, individual and group projects, and field experiences to: 1) enable middle and high school students to directly experience authentic learning practices that requires them to use higher-order thinking skills; 2) encourage creative problem-solving skills that require collaborative learning, teamwork, writing, and presentation; 3) cultivate an interest in service learning, in which students are active participants, achieve outcomes that show a perceptible impact, and engage in evaluative reflection; and 4) better motivate and prepare secondary school students for advanced education.
Fellows will be trained to create and implement these activities by taking a specially tailored educational methods course, an advanced course in instructional technology, and by serving as teaching assistants and tutors in guiding summer academies for 4th through 12th grade students. The education course will train them in: 1) methods, concepts, theory, and assessment of instruction; 2) design and implementation of science and mathematics curricula with an emphasis on instructional technology; and 3) local, state and national curriculum standards, educational practices, and pragmatic and logistical secondary education issues. The advanced instructional technology course will train them in the use of electronic media for curriculum and activity design, development, and effective delivery. Quantitative formative and summative evaluation will be conducted to assess the project's effectiveness on Fellows' teaching skills and its impact on middle and high school science and mathematics education, and to continually improve the program as it develops.
Fellowship duties over the 3-year effort are outlined below. These activities are spread across the fall, winter, spring, and summer quarters. Assessment and dissemination of results continues throughout the program. Dissertation or thesis topics for Fellows could be ideally related to Fellowship responsibilities, but are not required to be related.
Year 1: Fellows engage in departmental course work as well as a practicum taught by a science education professor; the practicum involves both weekly lectures and direct involvement in secondary school classroom activities. Team formation is initiated, where each team is comprised of an engineering faculty mentor, an education faculty mentor, a Graduate Fellow, an undergraduate Fellow, and a pair of middle and high school educators. Identification of topics for modules is initiated. Fellows serve as teaching assistants and mentors for Summer Academies (E3 -- Emerging Ethnic Engineers programs).
Years 2 and 3: Fellows take instructional technology courses, teach and mentor in E3 Summer Academies, and conduct technology workshops for teachers. Module development and implementation continues.
Persons interested in becoming STEP participants should first review the following Application Criteria before applying:
- Applicants must be enrolled full-time in an engineering, science, mathematics, or education degree program at the University of Cincinnati during the period of the Fellowship.
- Undergraduate applicants must have junior or senior standing by September 2002. Students who will have completed a bachelor's degree by August 2002 must apply to be a graduate fellow.
- Undergraduate fellows must have a GPA of 3.3/4.0 to be accepted.
- Graduate students can be at any point in their studies; however, preference will be given to those who can commit at least two years to the program and who are accepted into a doctoral program.
- Although this program involves modern technologies, the successful applicant is not required to have research experience nor a computing background.
- Although this program involves teaching, the successful applicant is not required to have previous teaching experience.
- Applicants must possess: maturity, professionalism, a keen interest in enhancing secondary school science and math curricula and teaching, an ability to professionally interact with a variety of professionals and students of all ages, and an open-mindedness for multiple perspectives.
- Women and minorities are highly encouraged to apply.
- Fellows are prohibited from committing to other major employment concurrent with the fellowship.
- According to NSF requirements, undergraduate student participants supported with NSF funds must be US citizens or permanent residents of the United States or its possessions.
- Applicants must be fluent in English in order to interact with secondary school educators and students.
Application criteria can be read or downloaded by clicking on one of the following links criteria.pdf (PDF) or criteria.doc (Word Document). Prospective applicants are advised to read these carefully before filling out the application form.
Applications may be downloaded by clicking on Application.pdf (PDF) or Application.doc (Word Document). Review of applications begins May 1, 2002 and will continue
until all positions are filled. Completed applications should be returned
to:
Dr. Anant Kukreti
Professor and Head
Department of Civil and Environmental Engineering
University of Cincinnati
PO Box 210071
Cincinnati, OH 45221-0071
Tel.: (513)556-4105
Fax: (513) 556-2599
anant.kukreti@uc.edu