ED13F-01 13:40h
The Quest for Transformative Partnerships in STEM Education: A Comparison of Policies, Structures and Evaluation Practices
One of the frequent policy prescriptions offered by federal officials for improving science, technology, engineering and mathematics (STEM) education in the United States is to encourage the development of partnerships between higher education, elementary and secondary education, and informal education. This prescription is not unique to STEM education. Rather stimulating the creation and development of partnerships has become one of the preferred strategies for reforming governmental programs through several administrations. This research presents a comparison of several policies designed to stimulate partnerships across multiple organizations. In doing so we examine assumptions about the nature of partnerships embedded in policies and the consequences of these assumptions on the organization and the evaluation of the partnerships. A recurring theme we observe among policies is the quest for transformative partnerships where changing the strategies and behaviors of the participating partners is seen as a necessary, if not sufficient, condition for producing the desired policy outcomes (usually articulated as improving the performance of the school, teacher, student, and even all three). While the goal of policy makers is to achieve transformation, the goal of participating organizations seems to be more instrumental, anchored in their own institutional goals and missions. In this analysis define partnership as voluntary arrangements between organizations, anchored by agreements, to promote the exchange, sharing, or co-development of products and/or programs. The analysis first examines the degree to which policies produce such inter-organizational relationships. Six concepts are drawn for organizational and inter-organizational relations research as a framework for examining the influence of policy upon the pre-conditions for partnership, partnering activities, and the evaluation of partnership performance outcomes. We examine the degree to which policy addresses and attempts to influence each of the six concepts. Concepts associated with the pre-conditions for partnerships are 1) embeddedness, which describes the number and types of relationships that organizations have with one another prior to the development of a partnership; and 2) strategic congruence, which describes the types of resource and legitimacy needs confronting individual organizations prior to a partnership. Concepts associated with partnering activities are examined at both the formation stage and the operational stage of the partnership life cycle. Concepts associated with partnership evaluation include both process outcomes, which examine whether the partnership actually achieved the goals and duties of operation, and performance outcomes, which examine improvements in the working environments of teachers, enhancements in their ability to engage in STEM education, and assessments of the performance of students on STEM topics.
ED13F-02 14:10h
Examining the Dynamics and Evolution of Scientist-Teacher Partnerships Using Case Studies
Partnerships between scientists and teachers bring individuals from different work cultures together to share information, make mutual decisions, achieve common goals, and contribute resources and skills (Gomez et al., 1990.) Because of differences between the cultures of science and teaching, building productive, durable partnerships is a challenge. CATTS (Collaboration to Advance Teaching Technology and Science) is an NSF GK-12 fellowship program that establishes partnerships between graduate and undergraduate CATTS fellows and K-12 teachers. Ideally, these sustainable relationships will increase each partner's knowledge and skill in inquiry-based teaching, the quality and quantity of math and science taught, and the likelihood of initiating future partnerships. We used a case study approach to investigate the dynamics of partnership development in the context of CATTS and why some partnerships evolve successfully and others do not. Data were obtained using classroom observations, journals, surveys, and interviews with fellows and teachers. We found commonalities among case studies that allowed us to identify patterns in partnership evolution, attributes of successful and unsuccessful partnerships, and barriers to their formation. Specific shared goals and expectations were essential, but flexibility was also important as the goals and expectations evolved over time. Role definition was an iterative process that required frequent communication and feedback between partners. Establishing hierarchical roles resulted in intimidation and breakdown of communication. The best partnerships involved a division of labor in the classroom and in planning and collaboration in which each partner's strengths were utilized to supply scientific and pedagogical resources. Investment in the partnership varied as the partnership progressed but was strongest when both partners felt as though their individual contributions were welcomed and appreciated. Successful partnership evolution and sustainability requires the blending of the K-12 and university cultures, mutual investment, and the fulfillment of basic partnership criteria.
ED13F-03 14:25h
The University Scientist's Role in Promoting Collaborative K-12 Professional Development
Comprehensive K-12 science teacher professional development is dependent upon the successful interaction between the university and K-12 communities (National Research Council, 2001), which can be realized through partnerships between university scientists and K-12 science teachers. This paper will identify some best practices of university scientists in the professional development of science teachers, first by citing the professional development and science education literature (Loucks-Horsley, Hewson, Love, & Stiles, 1998; National Research Council, 1996a, 1996b), and then by highlighting how these best practices were actualized in summer workshops for science educators offered at Penn State. Each summer the Pennsylvania Space Grant Consortium supports seven one-week courses for secondary science teachers taught by university scientists from disciplines representative of NASA's research interests. Approximately 100 teachers enroll in these two-credit, graduate-level workshops from a variety of locations and contexts throughout the United States. These summer courses share a number of important features (duration, general format, teacher recruitment and admission, location, number of participants, etc.), making them a unique dataset for comparative research on science teacher professional development. By recognizing the role of university scientists relating to both practice and standards of professional development, we identify areas in which teachers could be empowered to lead and, alternatively, where scientists and administrators should improve and continue to direct-- both supporting a culture of collaboration that builds K-12 science teacher capacity (Fullan, 2001, 2003; Hawley & Valli, 1999). In our observations and analysis of the evaluations, three best practices, as defined by the literature, appeared to distinguish the exceptional workshops: First, teachers give high marks and make affirmative comments about workshops with clearly presented curricular goals. Second, teachers respond well to workshops and the university scientists who taught them when they are treated as professionals. Third, teachers welcome the opportunity to be integrally involved in the planning, implementation, and evaluation of the workshops. By identifying best practices and delineating the roles of university scientists in K-12 professional development, teachers, university faculty, and policy makers are better equipped to improve the quality of professional development programs at all levels; school, district, university, and state, ultimately actualizing the symbiotic relationship that needs to exists between professional development and school improvement efforts (Fullan, 2001, 2003; Hawley & Valli, 1999).
http://www.outreach.psu.edu/C&I/Science4Educators/
ED13F-04 14:40h
The Federation of Earth Science Information Partners (ESIP Federation): Facilitating Partnerships that Work to Bring Earth Science Data into Educational Settings
The Federation of Earth Science Information Partners (ESIP Federation, http://www.esipfed.org) formed seven years ago and now with 77 member organizations is working to "increase the quality and value of Earth science products and services .for the benefit of the ESIP Federation's stakeholder communities." Education (both formal and informal) is a huge audience that we serve. Partnerships formed by members within the ESIP Federation have created bridges that close the gap between Earth science data collection and research and the effective use of that Earth science data to explore concepts in Earth system science by the educational community. The Earth Exploration Toolbook is one of those successful collaborations. The Earth Exploration Toolbook (EET, http://serc.carleton.edu/eet) grew out of a need of the educational community (articulated by the Digital Library for Earth System Education (DLESE) community) to have better access to Earth science data and data analysis tools and help in effectively using them with students. It is a collection of web-accessible chapters, each featuring step-by-step instructions on how to use an Earth science dataset and data analysis tool to investigate an issue or concept in Earth system science. Each chapter also provides the teacher information on the outcome of the activity, grade level, standards addressed, learning goals, time required, and ideas for exploring further. The individual ESIP Federation partners alone could not create the EET. However, the ESIP Federation facilitated the partnering of members, drawing from data providers, researchers and education tool developers, to create the EET. Interest in the EET has grown since it went live with five chapters in July 2003. There are currently seven chapters with another six soon to be released. Monthly online seminars in which over a hundred educators have participated have given very positive feedback. Post workshop surveys from our telecon-online workshops indicate that participants have an increased comfort level in using digital libraries, datasets, and scientific tools after working through an EET chapter. The EET is a vehicle that can grow and support new chapter development. An EET chapter template for creating new "chapters" has been devised. Other research-focused members of the ESIP Federation have expressed interest in working with the EET team to facilitate the use of their Earth science data by educators and students. This presentation will describe how the partnerships were forged, how they are maintained, and how the ESIP Federation is facilitating further growth.
http://www.esipfed.org
ED13F-05 INVITED 15:15h
The GLOBE Program 10 Years On: Challenges and Opportunities
The initiative for the GLOBE Program, a hands-on primary and secondary school-based Earth science and education program that unites students, teachers and scientists in study and research about the dynamics of the Earth's environment, was first announced on Earth Day, April 22, 1994, by then-Vice President Al Gore. The U.S. National Oceanic and Atmospheric Administration (NOAA) was designated as GLOBE's lead agency. Along with NOAA, the National Aeronautics and Space Administration (NASA), the National Science Foundation (NSF), and the Environmental Protection Agency (EPA) provided funding, and the Department of State, although not a funding agency, was involved in the development and implementation of the international aspects of the program. The US Agency for International Development (USAID) and the Peace Corps have also provided support to GLOBE in other countries. GLOBE started up with just a few hundred schools and teachers but quickly grew over the years largely through the efforts of the growing number of International Partners and U.S. Partners such as universities, school districts and others. In December 2003, over 25,000 teachers in more than 14,500 schools in 105 countries had been trained to implement GLOBE in their classrooms. Students in those classrooms had contributed over 11,000,000 individual environmental measurements to the GLOBE database. In September 2002, NASA assumed lead U.S. federal agency responsibility for GLOBE and shortly thereafter issued a Cooperative Agreement Notice to solicit proposals to assume responsibility in assisting NASA in the management of the GLOBE Program, including both worldwide implementation and coordination in the U.S. A Cooperative Agreement between NASA and the University Corporation for Atmospheric Research (UCAR) for the Program entitled: Inspiring the Next Generation of Explorers: The GLOBE Program (NCC5-735) was signed June 16, 2003. UCAR's partner in implementing GLOBE is Colorado State University (CSU). This session will examine what was accomplished during GLOBE's first 10 years as a Federal program, what challenges the Program faces, and what plans are afoot for GLOBE's next ten years under UCAR's leadership.
http://www.globe.gov
ED13F-06 15:45h
Engaging Students in Earthquake Science
The Southern California Earthquake Center Communication, Education, and Outreach program (SCEC CEO) has been collaborating with the University of Southern California (USC) Joint Education Project (JEP) and the Education Consortium of Central Los Angeles (ECCLA) to work directly with the teachers and schools in the local community around USC. The community surrounding USC is 57 % Hispanic (US Census, 2000) and 21% African American (US Census, 2000). Through the partnership with ECCLA SCEC has created a three week enrichment intersession program, targeting disadvantaged students at the fourth/fifth grade level, dedicated entirely to earthquakes. SCEC builds partnerships with the intersession teachers, working together to actively engage the students in learning about earthquakes. SCEC provides a support system for the teachers, supplying them with the necessary content background as well as classroom manipulatives. SCEC goes into the classrooms with guest speakers and take the students out of the classroom on two field trips. There are four intersession programs each year. SCEC is also working with USC's Joint Education Project program. The JEP program has been recognized as one of the "oldest and best organized" Service-Learning programs in the country (TIME Magazine and the Princeton Review, 2000). Through this partnership SCEC is providing USC students with the necessary tools to go out to the local schools and teach students of all grade levels about earthquakes. SCEC works with the USC students to design engaging lesson plans that effectively convey content regarding earthquakes. USC students can check out hands-on/interactive materials to use in the classrooms from the SCEC Resource Library. In both these endeavors SCEC has expanded our outreach to the local community. SCEC is reaching over 200 minority children each year through our partnerships, and this number will increase as our programs grow.
http://www.scec.org/education
ED13F-07 16:00h
The Development of Sustainable Educational Networks Through Web-Based Project-Based Science Curricula: How HUNSTEM Will Accomplish the Possible
The integration of research data into K-12 earth science curricula has been accomplished sporadically, but has been difficult to sustain due to limitations in the duration of available resources and waning excitement as the novelty of the research wanes, removing it from public awareness. Teachers remain isolated from the network of researchers, universities, and informal institutions involved in these projects once they have been completed, and do not generally revisit earth science topics through interactive curricula until the hoopla of the next wave of research data hits the screen. What's needed for earth science to remain in the spotlight are projects that maintain contacts between teachers and the learning communities that emerge during these exciting episodes. This requires two steps, systemic change in the way earth science is incorporated into the curriculum, and projects capable of maintaining teacher and student interest in earth science topics. The first step will have to be argued for in every stage of curriculum development, and will take time, but the second stage can happen right now, through the development of web-based project-based earth science resources. The University of Houston-Downtown is in the process of establishing HUNSTEM (Houston Urban Network for Science, Technology, Engineering and Mathematics). HUNSTEM will develop a large interactive web site for the accumulation and distribution of materials to many students, parents, teachers, schools, universities, professional societies, industries, and research facilities in the greater Houston area and beyond. Once established, HUNSTEM will become a hub for projects connecting teachers and students with informal settings and a broader learning community. HUNSTEM will be a dynamic resource for developing new curriculum as well as connecting existing electronically STEM-based materials across the entire learning community. HUNSTEM will be an ideal model of how technology can be utilized in an effective manner to promote the interests of many diversified groups in a particular geographic area, who all share a common interest in STEM education and awareness. This project will eventually become a national model for resource sharing and community involvement centered on the promotion of STEM-related project-based learning. Earth science projects will be a major component of HUNSTEM.
ED13F-08 16:15h
The Anthropology of Science Education Reform: An Alabama Model for Building an Integrated Stakeholder Systems Approach
Anthropologists are concerned with every aspect of the culture they are investigating. One of the five main branches of anthropology, socio-cultural anthropology, concerns itself with studying the relationship between behavior and culture. This paper explores the concept that changing the behavior of our culture - its beliefs and values - towards science is at the heart of science education reform. There are five institutions that socio-cultural anthropologists use to study the social organization of cultures: the educational system is only one of them. Its function - across all cultures - is to serve as a mechanism for implementing change in cultural beliefs and values. As leaders of science education reform, the Alabama model contends that we must stop the struggle with our purpose and get on with the business of leading culture change through an integrated stakeholder systems approach. This model stresses the need for the interaction of agencies other than education - including government, industry, the media and our health communities to operate in an integrated and systemic fashion to address the issues of living among a technically literate society. Twenty-five years of science education reform needs being voiced and programs being developed has not produced the desired results from within the educational system. This is too limited a focus to affect any real cultural change. It is when we acknowledge that students spend only an average of 12 percent of their life time in schools, that we can begin to ask ourselves what are our students learning the other 88 percent of their time - from their peers, their parents and the media - and what should we be doing to address this cultural crisis in these other arenas in addition to the educational system? The Alabama Math, Science and Technology Education Coalition (AMSTEC) is a non-profit 501c(3) organization operating in the state of Alabama to provide leadership in improving mathematics, science, and technology education through facilitating communication among education, business, and public policy organizations. Through the AMSTEC approach to systemic Science, Technology, Engineering and Math (STEM) education reform, business and other aspects of our culture play a vital role as stakeholders in the development of the integrated stakeholder model. Using the STEMnet model developed by National Space Science and Technology Center (NSSTC), each of the stakeholders has been working in support of the Alabama Department of Education's Math Science and Technology K-12 research-based Initiative (AMSTI) . In this respect, Alabama has the education aspects of science education reform underway. AMSTI continues to grow and strengthen its program now using an integrated stakeholder model. The integrated stakeholder approach enhances and strengthens Alabama's STEM educational activities in support of systemic K-12 education reform called for in our nation to meet the needs of the 21st century workforce. In addition, aspects of culture including the media, the health community, and local business and industry will also align messages and programs to work in support of systemic K-20 education reform. It truly "takes a village" of good communicating stakeholders who have created a shared vision and common language for discussing and aligning resources and strategies for changing the perceptions, feelings and teaching and learning of science in our society
http://www.amsti.org