Research experiences for teachers in precision agriculture and sustainability

Abstract

Over the past year, North Dakota State University (NDSU) has conducted a National Science Foundation sponsored Research Experiences for Teachers (RET) grant focused on Precision Agriculture and Sustainability. For six weeks in the summer, accompanied by several professional learning workshops throughout the school year, rural middle and high school mathematics and science teachers engage in a research program within the College of Engineering. The main goal of the program is for teachers to develop an in-depth understanding of how research principles, engineering applications, and the engineering design process (EDP) can enhance the delivery of instruction in their content area through standards-based instruction. The intent is to create a pedagogical shift in how the teacher approaches lesson plan design creating more meaningful, engaging, and authentic learning experiences for their students. A unique aspect of this program is the focus on rural teachers. In the upper Midwest, the majority of school systems have a rural classification. To create the largest possible impact in a rural community, this program selected teacher participants who were the only math or science teacher in their school building. In addition, pre-service teachers work alongside in-service teachers majoring in mathematics education or science education. This provides a valuable experience for both the in-service and pre-service teachers, as they can engage in the research process collaboratively, strengthening their knowledge and understanding of the learning outcomes. The research design includes both qualitative and quantitative methods to measure the impact of the program on the teachers' understanding of engineering design and any shifts in classroom practices. Having completed the first year of the program, the researchers have preliminary data to determine the effectiveness of the program as well as teacher-reported outcomes. Initial results show the program provided a valuable experience for the teachers' and provided significant knowledge and skills to improve their lesson plan design process. Evidence also suggests there was a positive impact to the pre-service teachers in regards to how they approach lesson planning and student teaching. This paper provides more detail about the program description, intended goals and outcomes, preliminary data and results, conclusions, and the next steps for program improvement.