Who can apply to participate in the Summer Institute for Teachers?
The Summer Institute for Teachers is available to 7th-12th grade math and science teachers who are employed by one of the following school districts: all districts in Clermont County, Cincinnati Public Schools, Oak Hills Local Schools, Princeton City Schools, Norwood City Schools, and Winton Woods City Schools. Sixth grade math and science teachers are also eligible if sixth grade is part of a stand-alone middle school. The process is selective, so not everyone who applies is guaranteed a spot.
What are the deadlines and the application process for selection to the 2016 CEEMS cohort?
Applications are due Friday, January 15, 2016. Phone interviews are planned from February 13-17, 2016. A mandatory orientation session will take place after school on Thursday, March 3, 2016 at UC where you will learn about the program. You will be notified of your selection in the program by March 17, 2016 and will have one week to accept your spot. A waiting list will be maintained if some teacher participants need to withdraw from CEEMS for personal reasons prior to the start of summer classes.
What kind of teacher has the best chance to be selected to the Summer Institute of Teachers?
We believe the ideal candidate for CEEMS is a teacher who has demonstrated leadership or leadership potential and who has displayed openness to applying new pedagogies. One of the requirements for CEEMS is disseminating what you have learned to other teachers via professional development workshops. Participants need to feel comfortable in this role and need to be well-respected in their districts. However, new teachers are welcome to apply, provided they have demonstrated the potential to be teacher leaders. There may be additional screening processes for teachers, such as classroom observations.
What are the dates and times of the Summer Institute in 2016?
In 2016, the Summer Institute for Teachers is offered from June 13-July 28. Each day, the first class will begin at 9 am and the last class will end at 4:30 pm. You will likely not have classes for 7 ½ hours every day, but until you sign up for classes, there is no way of knowing what your exact, individual schedule will look like. In 2017, the Institute will run from June 12-July 28. Teachers must make a two year commitment.
What if I have a week of vacation scheduled during the Summer Institute? May I still participate?
You will need to be present every week of the Summer Institute in order to maximize learning and participate in group projects. We will not accept applicants who are planning a vacation or another extended absence during the SIT. However, if an unexpected medical or family emergency arises during the SIT, we will work with the teacher participant as much as possible.
How many credit hours will I earn as a result of participation in the SIT?
Each summer, you will earn 10 semester credit hours for a total of 20 credit hours at the program’s end. You will take three courses each summer that will each be worth three credit hours and a seminar course worth one credit hour, which consists of the professional development workshops you will attend.
What courses will be offered during the 2016 Summer Institute?
During your first summer in the program, teacher participants will take Foundations of Engineering, Engineering Applications in Math, and one elective. You will also sign up for a one credit hour seminar course that will help you use what you have learned to develop units uniquely designed for your classes and aligned to the standards you are required to teach. The Engineering Applications in Math class has two differentiated sections—one for high school math teachers and the other for middle school teachers and high school science teachers.
How and when will I register for classes and when will I select my elective for the 2016 Summer Institute?
After teacher selection is finalized, we will send you detailed information regarding how to register for classes as well as a registration deadline. Prior to registering for classes you will need to complete a basic data form and return it to One Stop by mail, fax, or in person.
What “out of pocket” costs will I have to cover to participate in the Summer Institute?
You will need to cover approximately $257 in student registration fees per year. This covers the student life fee, which cannot be covered by NSF grant-funded scholarships.
Also, you need to waive health insurance coverage in order to avoid having that charge added to your bill. The deadline for waiving health insurance for the 2016 summer term is May 24, 2016.
What if I live outside of the state of Ohio?
Please make the Program Director (firstname.lastname@example.org) aware of your residency status before you finalize your decision to participate if you live outside of the state of Ohio. She will try to identify ways that you can receive reciprocity if you live in a neighboring county. Even if you are granted reciprocity, there will still be an out of state reciprocity surcharge that you will need to pay, up to $300 depending on the number of credit hours you take.
What if I would like to participate in the Summer Institute but no one from my school is available to attend the Administrator Academy?
While your school principal is the preferred individual for attending the Administrator Academy, an assistant principal, department head, program facilitator or lead teacher could also attend in his or her place. If no one is available but the school is supportive of your involvement in CEEMS, please contact Julie Steimle at 513-556-6454 to search for alternatives.
When will I receive my $6,000 stipend?
The majority, $3,500, is awarded after the summer program, provided the teacher has completed his/her unit development. The remainder, $2,500, is awarded in small portions after implementation of instructional units and their web dissemination, and after the teacher has led two professional development workshops, attended three on-campus (UC) reflective Community of Practice meetings and presented at the Annual STEM Conference. The remaining $2,500 will be distributed into smaller payments throughout the school year as deliverables are complete. Portions of the stipend can be withheld if deliverables are not completed.
How will I receive my stipend payments?
The stipend payments will be awarded as a refund through the student account you set up when you register for classes. If you wish to receive the funds via direct deposit, which is highly recommended, you will need to set that up through UC’s One Stop. Also, if you owe UC any money, that amount will be deducted from your stipend prior to the refund being issued to you.
If you do not sign up for direct deposits, you will receive checks in the mail to whatever address UC’s One Stop has on file.
I would like to use my Summer Institute courses to work towards a Masters in Curriculum and Instruction with Engineering Education specialization (MCIEE). What should I do?
In addition to the CEEMS courses, you will need to complete 15 additional credit hours, which can be taken online or as traditional on the ground courses. Please contact Julie Steimle initially with questions and she can connect you with a representative from the College of Education, Criminal Justice, and Human Services if needed. During the 2016 SIT, Julie will host an informational session for individuals interested in this opportunity. You will not need to formally apply to the master’s program until after this meeting.
What responsibilities will I have as a CEEMS teacher?
As a CEEMS teacher, you will have responsibilities that span two summers (2016-2017) and two academic years (2016-17 and 2017-18). Each year, you will create units that utilize engineering design and challenge-based learning, align to the content standards you teach, and can be implemented in one or more of your classes. These units will be made available to other teachers via a dedicated website. You will create the units in the summer, which will need to be approved your primary resource coach prior to receiving your summer stipend.
The units will be taught in the school year. We encourage teachers to limit the units to no more two weeks of instructional time. In addition, you and your students will complete surveys and your students will complete pre and post-assessments related to the units taught. If possible, we also ask that you help identify a comparison teacher, who can give the same pre and post assessments to his/her students.
In terms of deliverables, you will create a poster to display at the end of the summer and a poster after each unit is taught. You will also create one short video (approximately 3 minutes in length) per year highlighting one of your units. With the exception of the summer poster, these products will be displayed on the CEEMS website.
In addition to creating and implementing the units, you will be expected to conduct two professional development workshops for your fellow teachers and lead a breakout session at a STEM Conference in May. You will also come back to UC three times during the academic year for Community of Practice meetings.
What support will I have as a CEEMS teacher?
A resource team, consisting of experienced educators and engineering professionals, will help guide you during the summer and the academic year as you develop and implement your units. They will visit your classroom and observe portions of your CEEMS units in progress. During your first year in the program, you may have a doctoral student in engineering available to assist you. (Visits will always be announced and with your permission.)
What if some of the units I develop require special supplies or equipment that my school cannot afford?
Funds are available for project-related supplies: $300/per teacher/per year. Also, when your principal attends the Administrators’ Academy, you will receive an additional $1000 in project-related support. UC prefers to handle most of the purchasing for the supplies, but items can be shipped directly to your school.
The CEEMS project states the teacher-developed units will be based on challenge-based learning and engineering design.
What is challenge-based learning?
Challenge Based Learning (CBL) is a multidisciplinary approach to education that encourages students to leverage the technology they use in their daily lives to solve real world problems. By giving students the opportunity to focus on a challenge of global significance and apply themselves to developing local solutions, CBL creates a space where students can direct their own research and think critically about how to apply what they learn. Challenge-based learning is similar but not identical to design-based learning, problem-based learning, and project-based learning.
What is engineering design?
Engineering design is the formulation of a problem to be solved through the iterative cycle of design. Students begin by defining the problem, including setting limits for success or failure. They next design, test, and revise possible solutions to the problem and decide which solution would result in the greatest chance for success. Students then optimize that solution and defend it to others. Both the Ohio Learning Standards for Science and the Next Generation Science Standards place emphasis on engineering design.