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Past Events

RET Program – Part I: 2012 Summer RET Program

The research objective for the RET 2012 teachers was to develop basic knowledge and skills in the conduct of scientific research and in the area of pharmaceutical particulate and composite systems that they could incorporate into their teaching practices.

The learning objective for the teacher, from the educational component, were:

  1. to identify (comprehension cognitive level ) the research topic and analyze (analysis cognitive level) the skills/knowledge that will be necessary for their summer experience;

  2. to select (evaluation cognitive level) the student-focused instructional module topic and analyze (analysis cognitive level) the skills/knowledge that will be developed for students to learn about an aspect of their summer experience;

  3. to write (synthesis cognitive level) a student-focused instructional module that consists of several lessons relating to an aspect of the research experience.


For six weeks during the 2012 summer, with guidance from NJIT faculty, their graduate students and postdoctoral researchers, the RET teachers conducted discovery-based research in carefully selected scientific research projects, inter-connected via technology driven ERC test beds.

The teachers received guidance in the translation of the research into classroom practice and the development of age-appropriate modules/lessons, and other teaching materials to be implemented in their classrooms during the school year.  They were able to refine their instructional planning skills, and the preparation of standards-based lesson plans.  Workshop topics included:

  • Preparing a professional development plan

  • Research & statistics

  • Translation research into classroom practice

  • Effective writing & professional development

  • Instructional module development

  • Assessment & student work products

RET Program – Part II: NJIT-CPCP Hawaii Teacher Workshop

The professional development objectives for the secondary school teachers was to develop basic knowledge and skills in the area of energy and engineering design that they could incorporate into their teaching practices.  Specifically, the teacher’s learning outcomes of the workshop were:           

  • To discuss (comprehension cognitive level) and apply (application cognitive level) energy concepts at the macroscopic and microscopic perspectives (National Research Council, 2012).

  • To write (synthesis cognitive level) a student-focused standards-based lessons relating to an aspect of energy.


New Jersey Institute of Technology, University of Hawaii – College Of Pharmacy, and Hil-Laupahoe-Waiakea Complex Area public schools system partnered in a 4-day science, technology, engineering, and mathematics (STEM) professional development workshop for 12 of Hawaii’s secondary school teachers from May 29 – June 1, 2012.  The focus of the workshop was “Concepts of Energy and Engineering Design” with a combination of lecture, group discussions, laboratory experiments, hands-on activities, and field trip (a complete agenda including follow-up sessions is attached):

Day 1 -  Overview of Energy Concepts 


Introduction/Review of Energy Concepts, including forms of energy, transfer of energy within a system and between systems, energy conversion, and basic laws of energy.

Overview of Next Generation Science Standards Frameworks and Draft Standards on Energy

Labs/Activities:   Rubber Bands and Heat; Determining the Calorie Content of Foods; and Heat Transfer - Coffee Cup Cooling, including graphing on semi-log paper.

Day 2 - Standards-Based Lesson Planning

Review of Hawaii – Hilo-Waiakea Complex Area’s Requirements for Teacher’s Learning Portfolio

Principles of Standards-Based Lesson and Planning Protocol

Labs/Activities:  Planning lessons on STEM concepts using three tools based on science behind operation of “Drinking Bird” (via video):  (a) Preparing Learning Outcomes Chart (4-part statement) (NJIT); (b) Standards-Based Lesson Planning Chart (skills/knowledge, performance evidence of learning, learning experiences, and student assessment (formative and summative) (NJIT); and (c) Seven-Step Standards-Based Instructional Plan - Lesson Plan Template (HDOE).  Hands-on:  Making a Simple Steam Engine (Hero Engine).

Day 3 - Introduction to Engineering and Engineering Design

Presentation on “Careers in engineering”

Introduction/Review of Engineering Design and Application to Energy

Labs/Activities:  Engineering Design - Paper Drop Challenge and Rubber Band Car with Re-Design.

Day 4 – Field Trip and Closure

Field trip:  Local School Engineering Design Lab

Review and refinement of teacher lesson plans to insure alignment to standards and implementation of hands-on activities into classroom practice. 


Post session requirements for lesson implementation and showcase session.

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