Systemic Transformation for Inquiry Learning Environments (STILE) for Science, Technology, Engineering and Mathematics

The goal of the grant is to establish a culture of inquiry with all partners in order to develop interdiciplinary, authentic STEM learning environments. Design-based research provides iterative cycles of implementation to explore and refine the approach as a transformative model for STEM programs. The model supports a sustainable approach by building the capacity of schools to focus on design issues related to content, pedagogy, and leadership.

Lead Organization(s): 
Award Number: 
1238643
Funding Period: 
Monday, October 1, 2012 to Tuesday, September 30, 2014
Full Description: 

The Center for Technology and School Change (CTSC) at Teachers College, Columbia University and the Center for Environmental Research and Conservation (CERC) at Columbia University's Earth Institute are working in partnership with three STEM focused New York City schools (K-8) to develop a systemic, transformative approach for interdisciplinary STEM teaching and learning. The planned model prepares teachers to design innovative, authentic STEM projects, and supports administrators in leading such efforts.

CTSC has identified key elements of a robust design process to help teachers move from business- as-usual pedagogy to dramatically new practices in content, pedagogy, and technology use. The program also identifies an interdisciplinary STEM perspective, supported with experts from CERC who provide STEM fieldwork expertise as part of the overall design. Moreover, the project creates research and educational collaborations with diverse, community-based groups (e.g., urban nature centers). The project uses a mobile learning platform to leverage social networking among schools, teachers, students, STEM experts, parents and the community.

The goal of the grant is to establish a culture of inquiry with all partners in order to develop interdiciplinary, authentic STEM learning environments. Design-based research provides iterative cycles of implementation to explore and refine the approach as a transformative model for STEM programs. The model supports a sustainable approach by building the capacity of schools to focus on design issues related to content, pedagogy, and leadership.

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