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This paper describes results from the third year of the NSF Research Experiences for Teachers (RET) in Engineering and Computer Science grant focused on establishing at Auburn University the “RET Site: Project-Based Learning for Rural Alabama STEM Middle School Teachers in ML and Robotics”. Project provided research experiences to a cohort of nine African American math and science teachers in the 7th–8th grades via a 6-week program and 9-month academic year follow-up. Teachers participated in education and research activities on state-of-the-art technologies exploring research topics encompassing faculty mentors’ research areas, including ML/AI, mobile robot, computer vision. Two inquiry-based, hands-on research projects leveraged an innovative platform of ML-based mobile robots that is friendly and accessible to teachers: (1) The “Walking Stickers”, which develops a walking stick equipped with AI-based robots to assist navigation for people with disabilities; (2) The “Robo Rescue”, which develops robots with AI/ML for search and rescue after natural disasters. Teachers collaborated with engineering and STEM education faculty to develop engaging project-based curricular modules and grasp developing accessible learning materials skills. Teachers practiced teaching their curricular modules in a 1-week camp and then they implemented them in their classrooms. To assess changes in knowledge, attitudes, computer and teaching self-efficacy, before and after the professional development program, Project Content Knowledge Scale, Patterns of Adaptive Learning Scales, Computer Self-Efficacy Scale, and the Teacher Self-Efficacy Scale were administered.

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Implementing Cutting Edge Technologies to Train Teacher Toward Maximizing the Inclusion of Underrepresented Middle School Students in STEM Academic Majors and Careers

  • 会议论文

  • 发表日期：

    2025年

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  • Xiaowen Gong,
  • Daniela Marghitu,
  • Chih-hsuan Wang,
  • Melody Russell,
  • Thaddeus Roppel

摘要

This paper describes results from the third year of the NSF Research Experiences for Teachers (RET) in Engineering and Computer Science grant focused on establishing at Auburn University the “RET Site: Project-Based Learning for Rural Alabama STEM Middle School Teachers in ML and Robotics”. Project provided research experiences to a cohort of nine African American math and science teachers in the 7th–8th grades via a 6-week program and 9-month academic year follow-up. Teachers participated in education and research activities on state-of-the-art technologies exploring research topics encompassing faculty mentors’ research areas, including ML/AI, mobile robot, computer vision. Two inquiry-based, hands-on research projects leveraged an innovative platform of ML-based mobile robots that is friendly and accessible to teachers: (1) The “Walking Stickers”, which develops a walking stick equipped with AI-based robots to assist navigation for people with disabilities; (2) The “Robo Rescue”, which develops robots with AI/ML for search and rescue after natural disasters. Teachers collaborated with engineering and STEM education faculty to develop engaging project-based curricular modules and grasp developing accessible learning materials skills. Teachers practiced teaching their curricular modules in a 1-week camp and then they implemented them in their classrooms. To assess changes in knowledge, attitudes, computer and teaching self-efficacy, before and after the professional development program, Project Content Knowledge Scale, Patterns of Adaptive Learning Scales, Computer Self-Efficacy Scale, and the Teacher Self-Efficacy Scale were administered.