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Rural Educators Engaged in Bioanalytical Engineering Research and Teaching
This project is designed especially for Oklahoma’s rural math and science teachers. Its purpose is to provide specialized professional development and teaching support for implementing innovative teaching practice. A team of faculty in education, engineering and biosciences at the University of Oklahoma has received a federal grant to support the project. It offers fully-funded, high-value professional development.
Participating teachers will receive seven weeks of free Summer professional development in biosciences and engineering research, with OU Faculty. They will have room and board paid for their time on campus, receive a stipend and have the opportunity to receive a grant for equipment and supplies needed for their applied teaching projects. Teachers will also receive ongoing support for bringing back projects to use in their math and science classes at school. In addition, the National Rural Education Association has invited participating teachers to share their projects at NREA’s national conference.
Our Previous Programs
We have spent seven years conducting two projects very similar to this one with Oklahoma teachers. Results of those programs included:
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Teacher success in transferring knowledge & skills to their classrooms
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Teachers extending activities across math & science courses
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Increased student interest and engagement in science and math classes
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Improved science & math test scores
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Increased student interest in math & science-related (STEM) careers
We believe that the same kinds of results will occur in rural classrooms as we focus specifically on the needs and contexts of rural teachers, students and communities.
Why Rural?
First, we believe in the untapped potential of rural teachers and schools, and in the importance of programs that address their local and community needs. This program is not generic but created just for rural schools, and adaptable to their needs as we see those needs unfold.
Second, we have seen rural teachers excluded and marginalized in more general programs, compared to urban and suburban teachers. If Oklahoma’s most remote rural schools and teachers are interested, this opportunity is designed for them.
Third, based on state report cards, even the highest-ranked rural secondary schools and districts tend to rank lower in science and math than other subject areas. Given the results of our previous programs, this opportunity can help bridge that gap.
