Perhaps the ultimate example of one’s competency is the ability to share the proper usage of new knowledge in a “real world” example. In the beginning of the program as a doctoral student, I was unemployed and relocated with a family into a new country. It was difficult at times to complete assignments because I was not able to draw upon “real” projects at work like many of my cohort members. Instead, I was reflecting upon what I had done previously as an educator and engineer. Yet, something good must have come from all this reflection because when I was offered a job, I was able to apply the newly acquired skills. One of the major projects I am now responsible for is a US Department of Education grant, Mentoring Teachers through Pedagogical Content Knowledge Development IES Grant #R305M050264. From classroom assignments to real world projects, I am proud of quality of the work I have completed, especially the documents to follow.

Abstract:
Mentoring Teachers through Pedagogical Content Knowledge Development IES Grant #R305M050264

Biological science is changing with astonishing rapidity. It is possible for a teacher to have graduated in the biological sciences only a few years ago and be unacquainted with the enormous strides that are being made in genomic sequencing and molecular biology. The purpose of this project is to develop a professional development program for high school life science teachers that will enable teachers to keep abreast of this expanding and rapidly changing field and collect data on its potential efficacy. The study will focus on updating science content in genomics, molecular medicine and biotechnology, and the ethical implications of these developments. Additionally, the project will explore how to embed new content knowledge in effective instructional methodologies that will result in improved student achievement in the sciences. The project will use models of long-term mentoring via both face-to-face and on-line interaction.

Setting: Study participants are high school life science teachers and their students in the Pittsburgh, PA region, from urban, suburban or rural school districts.

Intervention: The study will focus on a professional development program in 3 different areas: Genomics and Bioethics, Microbiology/Infectious Disease and Biotechnology. The emphasis of the program will be on updating teachers' content knowledge and pedagogical knowledge.

Research Design and Methods: Three groups of teachers will participate in this study: the full treatment group, the delayed-treatment group, and a comparison group.

Key Measures: A combination of standardized national, state and local instruments will be used to measure teacher, classroom, and student variables.

Himmelfarb.PDF
KeyPersonnelChange.PDF
ActionPlanAppendix.PDF