Connected Through Content

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Connected through content

Chicago teachers partner with Loyola University to build a math and science learning community

By Julie A. Jacobi, Sarah E. Stults, Rachel Shefner, Karin E. Lange, Nayantara S. Abraham and Megan Deiger

June 2019

Vol. 40, No. 3

Policymakers and the public are increasingly asking educators to approach instruction from a STEM perspective, integrating science, technology, engineering, and mathematics to prepare students for future careers. At the same time, administrators are directing teachers to make learning more communal and student-driven, emulating the workforce students will likely enter. Often there is no specific training or support for the teachers who lead these STEM-oriented, collaborative classrooms. A 2013 report issued by the Chicago STEM Education Consortium noted that one fundamental challenge is the absence of a clear and common definition of STEM education (C-STEMEC, 2013). Since 2003, the Loyola University Center for Science and Math Education has engaged in professional learning with thousands of teachers in Chicago-area schools, facilitating the development and implementation of high-quality

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Authors

Julie A. Jacobi, Sarah E. Stults, Rachel Shefner, Karin E. Lange, Nayantara S. Abraham, and Megan Deiger

Julie A. Jacobi (jjacobi@luc.edu) and Sarah E. Stults (spierce1@luc.edu) are instructional coaches, Rachel Shefner (rshefne@luc.edu) is associate director, Karin E. Lange (klange2@luc.edu) is assistant director for math programs, and Nayantara S. Abraham (nabraham1@luc.edu) is a research coordinator at the Loyola University Center for Science and Math Education. Megan Deiger (mdeiger@luc.edu) is a research assistant professor at Loyola University.