Research, also called inquiry-based learning, problem-based learning, etc., is the most effective curricular strategy for our students. Students engage with science better, persist in science at higher levels, perform better on content assessments, and have a higher-level of self-identity as scientists when they learn in a collaborative environment by working on problems that matter to the world.
The objective of the ETP is to move the needle on STEM confidence and career awareness of STEM fields for students in grades 6-9 from marginalized or underrepresented communities (rural, urban, tribal, under-resourced, Title I, etc.).
When successful, your experience with ETP will invite broad participation across all your classes, engage your community in the excitement of space, bring media attention to your school and its students, and provide professional development experience that reinvigorates your teaching for years to come. Most importantly, the program, if successful, will encourage more of your students to develop identity as a scientist and to find and explore their gifts in collaborative scientific investigation.
If you are the kind of teacher who loves learning alongside your students, if you are OK with not always knowing the answers but are willing to work with peers and students to learn, then ETP is right for you!
In a brief (3-page max) essay, please highlight your experience with teaching space and related sciences. Identify any curricular innovations or pedagogies you have introduced in your classes, and make a case for how you would benefit from this opportunity, how your specific students would benefit, and how many students would be impacted by your participation in the program.