Career and Technical Education (CTE) has long taught abstract science, technology, engineering, and mathematics (STEM) concepts in contextualized settings. In 2014, a new CTE Food and Nutrition Sciences curriculum was written by a pilot group of CTE family and consumer sciences teachers, enhancing the STEM education teaching opportunities available in a food and nutrition course. This study is a teacher needs assessment of the implementation of the new STEM-enhanced curriculum. The curriculum objectives were measured for perceived importance and self-perceived ability to teach by the teachers. Curriculum feedback, educational background and general demographics were also gathered. The curriculum objectives data created a Borich needs assessment model of mean-weighted discrepancy scores to prioritize areas needed for professional development. Recommendations included aggressive advertising of new materials and resources and more in-depth STEM education training through online webinars and facilitated collaborations for the teachers. Other recommendations included the creation of an advanced level Nutrition and Food Science endorsement. As the teachers deepen their personal knowledge of STEM-related concepts, their ability to adapt STEM learning to the understanding of their students will also increase.
|Advisor:||Lawver, Rebecca G.|
|Commitee:||Allen, Karin, Spielmaker, Debra|
|School:||Utah State University|
|Department:||Applied Sciences, Technology and Education|
|School Location:||United States -- Utah|
|Source:||MAI 56/02M(E), Masters Abstracts International|
|Subjects:||Home economics education, Secondary education, Vocational education|
|Keywords:||Borich needs assessment, Family and consumer sciences, Professional development, STEM education|
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