Teachers\u27 Perceptions of an Inclusive STEM High School

This qualitative case study focused on teachers’ perceptions of a Title I suburban inclusive STEM high school (ISHS) in southeastern United States. The purpose of this study was to gain an understanding of the barriers, challenges, and successes teachers encounter in an ISHS. The theoretical framework that informed this study draws on ten critical components of inclusive STEM high schools across three dimensions: design, implementation, and outcomes (Peters-Burton et al., 2014). Interviews, observations, a focus group, and reflection logs were utilized to understand the participants’ experiences at the ISHS. From the data collected, several themes emerged such as the barriers related to bringing all stakeholders to an accurate understanding of STEM education, connecting with outside and inside stakeholders, and overcoming the lack of underrepresentation in STEM fields. Themes related to the challenges include meeting the complex demands associated with STEM instruction, carrying out STEM instruction at a schoolwide level, and delivering a robust STEM curriculum with time as a limiting factor. Additional themes that emerged as successes were how an inclusive STEM experience positively impacts students, the usage of teaching strategies that can maximize student results in a STEM setting, the processes and decisions that support the inclusive mission, and the development of positive relationships that benefit all stakeholders. This information supports existing research on teachers’ perceptions of STEM education as well as contributes to the literature on ISHSs. The findings of this study can benefit stakeholders such as teacher leaders, teachers, and school and district leaders by impacting their teaching, leading, and decision-making capacity. It can also be utilized to begin critical dialogue on how to best provide STEM learning access to underrepresented groups. Keywords: Inclusive STEM, teachers’ perceptions, teacher leadershi

Alumni Perceptions of Cybersecurity Employment Preparation Using the NICE Framework

The cybersecurity workforce suffers from an ongoing talent shortage and a lack of information correlating cybersecurity education programs to alumni employment outcomes. This cross-sectional study evaluated the post-graduation employment outcomes of alumni who attended two-year colleges designated by the National Security Agency (NSA) as Centers of Academic Excellence in Cyber Defense (CAE-CD). Stakeholders of this project were identified as government agencies, the NSA, employers, faculty, students, and organizations that rely on cybersecurity talent to keep their systems secure from cyberattacks. This study used the explanatory sequential mixed methods approach to compare perceptions of the intended Program of Study work roles to alumni employment outcomes using the NICE Framework work roles. This multi-phased, nested sample study included CAE-CD designated Points of Contact (POCs) at two-year colleges and their alumni. The first phase included a call for participation requesting POCs to provide academic program information via online survey and to contact their cybersecurity program alumni with a link to an online survey. The second phase of the study included an online survey requesting that the alumni provide data about their work experience, academic program information, industry-recognized certification achieved, and any co/extra-curricular participation. Overall, the demographics of the alumni sample were more diverse than those of the U.S. cybersecurity workforce and the alumni noted that their two-year academic programs were important to the preparation for their current job. Of the alumni who reported they were currently employed, approximately 80% held technology-related positions. Recommendations are made for the use of the resulting knowledge by cybersecurity stakeholders to better understand the employment outcomes of two-year college alumni from CAE-CD cybersecurity programs

Educating Illinois, 2003-2010: An Action Plan for Distinctiveness and Excellence

Strategic plan of Illinois State Universit

Research in Technology Education

Due to the laboratory-based nature of technology and engineering education programs, professionals in our field have often focused on the resources in our classrooms and laboratories and the instructional methodologies used to address specific concepts. Formal research into content and practice has often given way to “what seems right”. New curriculum is constantly being introduced (based on what is occurring in business and industry), yet the inclusion for those evolving concepts in courses and programs is typically not verified. Hence, the importance of the 2010 CTTE yearbook and its focus on the dire need for an aggressive research agenda in your field. This publication is designed to help direct the professional efforts of researchers, classroom educators, administrators, and curriculum specialists. Each chapter draws attention to a different aspect of investigative thought and action.https://digitalcommons.odu.edu/stemps_books/1002/thumbnail.jp