College of Education News

Paper plates, pie tins, sheets of computer paper, toothpicks, and wine corks were cut and marked, folded, shaped, taped and glued into miniature windmills by the participants at this summer's Project Lead the Way middle school workshop.

Project Lead the Way (PLTW) is a national not-for-profit organization serving math and science teachers across the country to introduce pre-engineering curricula and software to middle and high school students. By offering students the chance to explore math, science, and engineering concepts at an earlier age, PLTW aims to increase the quantity, quality, and diversity of engineers graduating from United States colleges. PLTW partners with the University of Illinois College of Education to provide professional development programs for these teachers in Illinois over the summer months to give them the practice necessary to implement pre-engineering lessons in their classrooms.

The University of Illinois at both Urbana-Champaign and Chicago was the state's first institute of higher education to partner with PLTW in 2005 and continues to be the only Illinois university to offer summer training sessions. The University also sponsors statewide PLTW conferences and professional development activities, coordinates program implementation, and maintains the statewide Illinois PLTW program Web site.

The Project offers a five-unit middle school teacher preparatory program and an eight-unit high school program, each spanning two weeks, including Introduction to Engineering Design, Principles of Engineering, and Gateway to Technology (GTT) this summer at the University. Teachers gather for rigorous 10-hour days throughout this training and must complete homework and pass tests in order to graduate from the program.

"Project Lead the Way works with more than 2,900 schools in 46 states," explained Brenda Pacey, affiliate director for the Illinois branch of PLTW. "What we do here at the University has a national impact on teacher certification, teacher education, and classroom standards."

The PLTW GTT participants were supported throughout the two-week workshop by Master Teachers Bill Ganter, of Young Middle Magnet School in Tampa, Fl., and Patrick Kirk, of Byron Middle School in Byron, Ill. "Master Teachers" are appointed by PLTW to conduct core training for teachers at the summer training sessions. They must display exemplary abilities in technological classroom instruction and will also act as ongoing resources for the PLTW participants throughout the school year.

"I love the engagement that's occurring," Ganter shouted out to the class as they worked, encouraging them to step outside their comfort zones.

Surrounded by model cars and small-scale racetracks created earlier in the week, the groups of teachers worked diligently on their current projects dealing with wind energy. Jana Sebestik, affiliate professor for the GTT summer training session and curriculum specialist with the University's Office for Mathematics, Science and Technology Education (MSTE), monitored their progress.

In February 2009, Sebestik published The Power of the Wind, a 4-H project book with curriculum that teaches youth how to build and design wind power model projects. "Motors turn," she told the class. "What can we do with that turning? We can either use electricity or make electricity. With wind, we have the potential to keep that motor turning and make continuous electricity."

After adding the final touch, workshop participants hooked up their finished windmills – each unique in design – to a small Christmas tree light bulb. Bending low before a floor fan, each team tested their wind machine as their middle school science classes would; checking for errors, re-engineering the flaws, and hoping to illuminate a small LED light with electricity created by their windmill.

"These sessions have been very intensive, but I feel I've finally been put in the students' position," said Danta Alexander, teacher at Miles Davis Magnet Academy in Chicago, Ill., as she rewired her project. "These workshops truly humble the teacher."

"The hands-on approach helps me to anticipate where problems will occur for my students," added Jim Boswell, Alexander's teammate for the windmill assignment and teacher at Chiddix Jr. High in Normal, Ill.

Project Lead the Way has been so effective at raising awareness of and participation in pre-engineering curricula that it was recognized as one of the "Best Practice" STEM (science, technology, education and math) Education programs by the STEM Education Diversity Forum in 2006. "In fact, PLTW was named a national STEM Career Cluster Leader in 2008 by McGraw-Hill," Pacey said. The Project also garnered the 2008 Harold W. McGraw, Jr. Prize in Education Award.

In the corner of the room, from the mass of teachers huddled around the fans, a roar erupted as a Christmas light flickered on.

"My experience here has been excellent and very challenging," said Diane Popp, teacher at St. Rita Catholic School in Dayton, Ohio, as she celebrated their success. "I've been pushed well beyond my comfort level, but that's a good thing."