[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-270296-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-270296-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","incorporating-pdp-themes-the-akamai-way","Incorporating PDP Themes the Akamai Way","","As part of the Institute for Scientist and Engineer Educators Professional Development Program (PDP), the team designed an activity for the Akamai internship program’s PREP course. The activity centers on renewable energy and storage technologies and on optimization through iteration, including evaluation of trade-offs. The paper explains how PDP backward design and integration of the Equity & Inclusion theme shaped an “expert training model,” discusses E&I implications, reports that E&I-centered designs can be engaging and authentic STEM experiences, and reflects on pitfalls and improvements.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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 \n1 Department of Tropical Plant and Soil Sciences, University of Hawai ’i at Mānoa, Honolulu, HI, USA  \n2 Scripps Institution of Oceanography, University of California San Diego, La Jolla, CA, USA  \n3 Department of Mechanical Engineering, University of Hawai’i at Mānoa, Honolulu, HI, USA  \n4 Department of Physics, University of California, Santa Cruz, Santa Cruz, USA  \n*Corresponding author, [kauahip@gmail.com](kauahip@gmail.com)  \nAbstract  \nAs part of the Institute for Scientist and Engineer Educators Professional Development Program (PDP), our team designed an activity for the Akamai internship program’s Preparation for Research Experiences and Projects (PREP) course. The activity focused on content around different renewable energy and storage technologies, and the widely applicable engineering practice of optimization through iteration and evaluating trade-offs. Here we describe the overall activity, with primary emphasis on how the PDP backward design process and integration of the Equity & Inclusion (E&I) theme led us to design and implement a unique model we call the “expert training model” that has important E&I implications. We found that an educational activity design that focuses on E&I considerations, such as identifying multiple ways to productively participate and developing learners ’identity in STEM, simultaneously satisfies criteria for being an engaging and authentic STEM experience. We also reflect on potential pitfalls and ways to improve and adapt this model.  \nKeywords: activity design, engineering, equity & inclusion, optimization, renewable energy  \n1. Introduction  \nThe Institute for Scientist & Engineer Educators (ISEE) Professional Development Program (PDP) is a program operated through the University of California, Santa Cruz, and provides opportunities for early career scientist-and engineer-educators to engage with the teaching and learning of research skills, reasoning skills and content understanding (Hunter et al., 2010) . In addition, PDP participants learn to value and intentionally incorporate diversity and equity considerations, formative and sum-  \nmative assessment strategies, critical use of education research, knowledge about effective education practices, and interdisciplinary dialogue.  \nParticipants are then assembled into teaching teams in which they use ISEE ’s educational framework to design their own inquiry activities, develop a detailed lesson plan, and teach their activities in undergraduate science and engineering laboratory settings. It is worth noting here that although the PDP assembles participants into teaching teams, they are not “teachers” per se. Rather, they are regarded asfacilitators of learning. In short, participants come  \nto the PDP early in their careers and emerge as leaders who integrate research and education to facilitate learning in their professional practice.  \nInquiry activities that are designed within the PDP are then piloted in a variety of PDP teaching venues that include an array of educational settings and learners (Institute for Scientist & Engineer Educators, 2019). This paper will describe an engineering activity that was designed in the PDP and implemented as a component of the Akamai internship program’s Preparation for Research Experiencesand Projects (PREP) course.  \n2. PDP themes  \nThe ISEE’s PDP curriculum incorporates three central themes: inquiry, equity and inclusion, and assessment. The PDP emphasizes how to consider these themes and related education research to design and teach science and engineering activities. Every PDP activity incorporates all three themes indifferent ways and to different extents, but this paper will discuss how iterative activity design with a focus on the inquiry and equity and inclusion themes led to the development of our activity’s central “expert training” model.  \nInquiry can be a powerful means fo","cbCaijbnkRaubQF5","https://ap.wps.com/l/cbCaijbnkRaubQF5","pdf",653310,14,"English","# Introduction\n# PDP themes\n## Inquiry and engineering design\n## Equity & Inclusion (E&I) focus\n# Teaching venue","[{\"question\":\"What activity was designed for the Akamai internship program’s PREP course?\",\"answer\":\"The team designed an inquiry-based activity focused on renewable energy and storage technologies and on engineering optimization through iteration and evaluating trade-offs.\"},{\"question\":\"How does the PDP backward design process influence the activity design?\",\"answer\":\"Backward design and iterative activity development guide the team to integrate inquiry goals and Equity \\u0026 Inclusion considerations into a distinct “expert training model.”\"},{\"question\":\"What Equity \\u0026 Inclusion outcomes does the paper associate with the expert training model?\",\"answer\":\"The model emphasizes multiple productive participation pathways and supports developing learners’ STEM identity, with the paper concluding that E\\u0026I-focused design can satisfy criteria for engaging and authentic STEM experiences.\"}]","Incorporating PDP Themes the Akamai Way | PDF",1789455342,35]