STEM Education-Career Pathway for Emerging Forensic Analytics: Innovative Professional Development in Multimodal Environments

Authors

  • Joselina Cheng University of Central Oklahoma
  • Michael Ho-Chang Chae University of Central Oklahoma
  • Rebekah Feng Becks Intelligence Group

DOI:

https://doi.org/10.33423/jhetp.v21i8.4509

Keywords:

higher education, partnership, equity-skill gap, professional development, forensic analytics, machine learning

Abstract

This multi-tier STEM Career Builder grant, funded by the National Science Foundation, focused on professional development to prepare high school teachers for teaching information systems and analytics. The project teams partnered with Apple, IBM, and the FBI to research and develop innovations including forensic databases, immersive environments, and forensic analytical tools with interdisciplinary curricula, real-world contexts, and emerging technologies. Thirty teachers were provided with four knowledge-acquisition and skill-development venues with innovations: an annual conference, teacher institute, and a summer academy. Mixed data were collected via surveys and focus groups. Project findings revealed that strategic PD and innovations impacted teachers positively.

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Published

2021-08-31

How to Cite

Cheng, J., Chae, M. H.-C., & Feng, R. (2021). STEM Education-Career Pathway for Emerging Forensic Analytics: Innovative Professional Development in Multimodal Environments. Journal of Higher Education Theory and Practice, 21(8). https://doi.org/10.33423/jhetp.v21i8.4509

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Section

Articles