Pre-College Engineering for Teachers
Pre-College Engineering for Teachers is a week-long professional development summer institute designed to help elementary school teachers integrate engineering into their classroom using the Engineering is Elementary curriculum. The program is open, free of charge, to Massachusetts teachers looking for an innovative way to enhance student learning. Participants are provided teaching materials at the completion of the institute, and must complete follow-up requirements throughout the following school year.
PCET 2007 Participants. Click here for your Post-Evaluation.
There are currently no plans for Summer 2008 program.
| Summer 2007 Dates and Locations | ||
|---|---|---|
| Location | Dates/Times | Gradel Level |
| Tufts | July 9-13 8am-4pm | 1-2 Grade Teachers & 3-5 Grade Teachers |
| UMass Lowell | June 25-29 8am-4pm | 1-2 Grade Teachers |
| UMass Lowell | July 9-13 8am-4pm | 3-5 Grade Teachers |
| WPI | July 9-13 8am-4pm | 1-2 Grade Teachers |
| WPI | July 16-20 8am-4pm | 3-5 Grade Teachers |
If you have any questions about the program, contact Ben at pcet[at]mos.org or at 617-589-0230.
For questions specific to the UMASS-Lowell program, contact Carol Barry.
For questions specific to the WPI program, contact Martha Cyr.
Download PCET Flyer(pdf).
For more information about the PCET Program, click here.
For information on PCET staff, click here.
Reactions from previous participants:
"The day was mixed with a variety of lessons including hands-on, group work, lecture, guest speakers and individual planning. I just loved the guest speakers and professors and how they connected engineering to the real world for us and exemplified how engineers help people and solve problems. I am now truly enthusiastic about the profession of engineering and I know it will be a cinch to pass that on to my students."
"This workshop was the best one I have taken in a very long time. I got so much information that I can actually apply to my curriculum."
PCET is sponsored by the National Science Foundation Grant No ESI-0138766. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation
