National Science Foundation
Division of Elementary, Secondary and Information Education
Centers for Learning and Teaching (CLT)
Key Outcomes for Centers 2005-2006
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Centers |
Goals for CLT |
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Renewing and diversifying the cadre of
national leaders in STEM education |
Increase the number of K-12 STEM
educators |
Provide substantive research to add to
the body of STEM research |
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Mid-Atlantic Mid-Atlantic Mid-Atlantic Mid-Atlantic Mid-Atlantic Mid-Atlantic |
- We have developed a broad conceptual framework of knowledge, skills, and dispositions required by national leaders of mathematics education. - We have developed and implemented doctoral courses in mathematics and mathematics education to provide the knowledge base for future professional leaders. - We have designed and put into practice a systematic program of research, development, and teacher education internship experiences for doctoral students. - We have developed productive collaborations among faculty at the three partner universities for design and delivery of courses that draw on the diverse expertise available from the partners and for research, development, and internship experiences that enhance courses. - We have developed productive collaborations among faculty at the three partner universities for design and delivery of courses that draw on the diverse expertise available from the partners and for research, development, and internship experiences that enhance courses. - Over the five-year life of the project we have attracted nearly 60 new mathematics education doctoral students, of whom 42 will have been supported for part or all of their studies by the NSF Centers for Learning and Teaching fellowships. - In Spring 2005 Dan Chazan and Sarah Sword (NSF-supported post-doc with a Ph. D. in algebra from Michigan State) offered, for a second time, their version of a Foundations of Mathematics course that required the doctoral students to engage in individual explorations of mathematics problems related to core topics of school and early college mathematics. - At the - During the 2004-05 academic year, Dr. Neil Portnoy led a foundations of
mathematics for mathematics educators seminar as a mathematician in residence
in the - During the past year we completed the second cycle of FME course offerings. Improvements include a clearer set of learning goals for students, a more targeted set of readings and session activities, an increasingly shared sense among faculty of how to take advantage of differential expertise at each site, a more purposeful use of videoconferencing, and a reinforcement of the benefits of joint activity among students at different sites. The courses are now a permanent part of the requirements for doctorates in mathematics education at all three universities. - One especially helpful step toward support of students in their research endeavors is the annual Center research conference held in early June. The 2005
research conference also included a plenary talk on the challenges of
research in teacher professional development by Suzanne Wilson, and extended
sessions addressing the three knowledge. - We now have several cases of doctoral research committees with members from at least two of the universities consulting faculty from another university for advice on their research ideas - Year 5 activity included the assessment of Cohort 0 as they exited the program, Cohort 1 as they completed the first three courses, and Cohort 2 as they began the program - To study how pre-service teachers develop teaching
analysis skills, the |
- Each semester, 300+ elementary and middle school pre-service teachers analyze selected segments of mathematics teaching at relevant grade levels, engage in threaded discussions with their peers about the teaching segment(s), and propose revisions to the lesson that would improve students’ learning - During the past year each Penn State Mid-Atlantic fellow
collaborated with |
- Ten accepted or published journal articles - Three books or one time publications - Thirty seven conference presentations - We have used our work on teacher preparation,
professional development, and doctoral education of mathematics educators to
formulate and begin work on a research agenda focused on three central
questions in mathematics education: How
do pre-service teachers develop mathematical and pedagogical knowledge from
content and methods courses and internship experiences? How do practicing
teachers draw on and continue to develop mathematical and pedagogical
knowledge in the course of their professional work? How does teacher mathematical and pedagogical knowledge influence student achievement? - At all three universities, research and development projects aimed at improving teacher preparation and professional development have engaged students in course design, teaching, and research processes related to pre-service and in-service education of mathematics teachers. - Participation in Center research activities has led to publications and many presentations at professional meetings like PME, AMTE, AERA, and the NCTM research presession -
The theoretical paper was published in 2003 in the Journal of Mathematics Teacher Education and appears on the UD mathematics education website |
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Information Technology
in Science (ITS) Information
Technology in Science (ITS) continued Information
Technology in Science (ITS) continued |
- Out of the 73 participants who began in Cohort I in Summer 2001, 56 participants completed the 12 hours in Summer 2002. Of the 64 participants who began in Cohort II in Summer 2003, 51 completed the 12 hours in Summer 2004. Of the 107 participants who have completed the ITS program, 19 are currently enrolled in a Masters degree program in Science or Education, 37 are currently enrolled in a doctoral program in Science or Education (with approximately 10 within a year of graduation), and 40 have graduated (9 Ph.D.s and 31 master's degrees). In Summer 2005, 59 new participants began in Cohort III, including 10 new doctoral students. During 2004-2005, 16 doctoral students were funded by the ITS Center as graduate assistants. Seven of these doctoral students completed their two years of ITS funding, with one of them graduating and four of them now working on other funded research projects. Seven of the 2004-5 funded students will continue with another year of ITS funding into 2005-2006 and 4 new doctoral students will be funded, for a total of 11 funded full-time doctoral students in Year Five. - The US-China supplement was added to the grant in Year 4
to support collaboration with the |
- Over 160 educators have participated in some part of the
two sets of summer institutes and implementation activities during the
academic years following each institute. The 5 science project teams for
Cohort I involved 17 science, technology, engineering, and mathematics (STEM)
faculty from TAMU and addressed topics in Biology, Chemistry, Civil
Engineering, Geoscience, and Physics/Math. For Cohort II, 7 new
multi-disciplinary project teams involving over 30 STEM faculty from six TAMU
colleges, - As a result of re-evaluation of the UT Dana Center's participation, along with feedback from Cohort I indicating that many participants encountered needs in the area of administrative support when they returned to the classroom to implement their inquiry projects, the Dana Center was funded to design a professional development experience for administrators focusing on the issues of teacher-professional growth, teacher research, and the possible contributions that these activities can make to administrators' needs related to evidence-based decision making. |
- The Center's research committee during 2004-5 involved (1) support for the development of instruments to be used by the science project teams to measure participant change in content knowledge and use of information technology to understand science, (2) design of methodologies to integrate research results across project teams, (3) coordination of ITS graduate student dissertation research topics, and (4) collaboration with the Evaluation committee regarding Center-level data collection and analysis. - Papers were presented by faculty, graduate students, and teacher participants at local conferences (such as the Texas A&M Educational Research Exchange), at state and regional conferences (such as the Southwest Association for the Education of Teachers in Science, the Conference for the Advancement of Science Teaching, and the Conference for the Advancement of Mathematics Teaching), and at national conferences for professional organizations (such as the National Association for Research in Science Teaching, the Geology Society of America, the School Science and Mathematics Association, and the Association of Cell Biologists. - Eight submitted, accepted or published journal articles |
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The Appalachian
Collaborative Center for Learning, Assessment and Instruction in Mathematics
(ACCLAIM) The Appalachian
Collaborative Center for Learning, Assessment and Instruction in Mathematics
(ACCLAIM) Continued |
- created and developed a doctoral training program that has attracted and retained 30 quality doctoral candidates in the region who intend, for the most part, to remain in Appalachia or at least in a rural area, and most intend to remain in a teaching and/or leadership capacity - developed a summer institute-based program for 30 math education leaders in the region - the three groups of participants – doctoral students, leadership institute participants and faculty -–comprise a strong pool of current and future leaders of mathematics education in the region - Teacher Education Faculty conferences, hosted by Marshall University, have provided a venue for teacher educators across the region's 90+ institutions of higher education to learn and share about math teacher education - hosted a conference of all of the mathematics-focused CLTs to share their experiences and findings - development and delivery of on-line doctoral math, math education, and rural education courses has provided the backbone of the doctoral program |
- summer ACCLAIM Leadership Institute and follow-up activities connect math education leaders from around the region and beyond to learn, share, and build upon best ideas in mathematics teaching and learning - Teacher Education Faculty and Pre-service Teacher
conferences hosted by - the recent development of a research 'pre-session,' led by ACCLAIM faculty, brings an important dimension to the practitioners' experience, connecting research to practice - the Appalachian Association of Mathematics Teacher Educators is a creation that can have long-term impact |
- developed a website and newsletter (8 issues) for sharing working papers(23), occasional papers (11), and digests (6) - hosted two Research Symposia in Ohio where scholars in math and rural education, as well as doctoral students and young scholars, spend two days sharing and discussing research - some faculty have begun sharing with other CLTs and interested parties what they are learning about delivering a doctoral program in a distance learning format - 12 completed empirical works, 8 are quantitative, 3 qualitative, and 1 multi-method - 23 working papers, 14 are syntheses. Five ongoing studies are qualitative |
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Center for
Assessment and Evaluation of Student Learning (CAESL) Center for
Assessment and Evaluation of Student Learning (CAESL) continued Center for
Assessment and Evaluation of Student Learning (CAESL) continued |
- Led the organization and implementation of a highly successful 2-day CAESL2005 conference focused on classroom assessment - Planned, shot video, edited content for an Apple Learning Interchange exhibit on the CAESL Assessment System - Three CAESL courses were offered to students - survey of CAESL graduate students was conducted to obtain feedback on courses and research experiences; in addition, a meeting was held with the CAESL evaluator to obtain feedback based on the center evaluation - graduate student meeting was held at the CAESL2005 conference - CAESL "brown bag" seminar series was inaugurated - Four seminars were held to enable graduate students and other members of the CAESL community to hear about work going on throughout the center - CAESL courses were revised, based upon graduate student feedback - A Berkeley CAESL fellow is situating his dissertation research in this course. He collected samples of student work and conducted numerous interviews with students in order to describe how understanding develops through participation in the course - In addition, collaboration (begun last year) between the Professional Development and Applied Research strands is continuing. |
- Delivered third year of the 21-day professional development program including increased technical assistance to districts Dissemination of district-developed/CAESL sponsored professional development to district stakeholders including curriculum and assessment personnel, and teachers - CAESL participants provided 8-hours of assessment professional development to an audience of their choosing - Observations and evaluations from the yearlong training indicated that participants continue to value the analysis of assessment tools, and analysis of student work to inform instruction - Through the professional development/research collaboration, we have a better picture of teacher practice - Pre-service teachers from Stanford attended CAESL2005 and shared student work with conference attendees - assessment-focused courses were taught for pre-service teachers at both SJSU and Stanford |
- Co-authored publications on the CAESL/FAST study that explored applications of the CAESL Assessment System - Presented at the Association for the Education of Teachers of Science conference; the American Educational Research Association conference; and a CAESL Brown-Bag seminar on the CAESL assessment system - collaborated with another other CLT, the center for Informal Learning and Schools 3 for a grant from the Research on Learning and Education program at NSF - a proposal to collaborate with a German educational research team to create a well-defined, measurable variable on the use of evidence by students in science was approved for funding by NSF - Graduate Schools of Education at UC-Berkeley and UCLA
and the - Furthered development of a series of professional development products on assessment, professional development design, and leadership - sharing CAESL professional development modules with the - developed and illustrated a framework integrating classroom and large-scale assessment to serve both accountability and learning purposes, using as an example the FAST unit on Why Things Sink and Float - (a) finished coding the classroom assessment data, and (b) completed one round of analyses of the data |
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Center for Informal
Learning and Schools (CILS) Center for Informal
Learning and Schools (CILS) continued Center for Informal
Learning and Schools (CILS) continued Center for Informal
Learning and Schools (CILS) continued |
- enrolled five new Science Fellows (UCSC), four new graduate students (education and psychology, UCSC), and 4 new postdoctoral researchers (KCL). - In addition to the core coursework of the programs at the 3 institutions, CILS supported: Graduate Student and Postdoctorate Fellow Summer School (5 days) Bay Area Institute (4 days) Postdoctorate Fellows Symposium (3 days) CILS Summer Internships CISL Videoconference Series (monthly) - A weeklong Summer School, for grad students and postdocs, was held at King's College London in July. One of the results of the Summer School was the development of four cross-institutional conference proposals (submitted to AERA and NARST). - CILS held its third Bay Area Institute. 197 people
attended, with participants coming from - Symposium was hosted by UC Santa Cruz February 28 through March 4. In this symposium, postdoctoral fellows and invited guests examined the ways in which researchers can incorporate multiple methods within their research moving beyond the debate of quantitative versus qualitative research. - CILS has instituted a summer support for participants to continue with their research work as well as apprentice with faculty at another CILS institution or partner science center - The first cohort implemented and assessed their final CILS projects. We had two students work in k-12 environments, two in informal environments, and two with University-based programs or classes - Cohort two design pilot projects this year. - The
first cohort decided to work collaboratively on a paper for publication
detailing their experiences in the science fellows program in an effort to
publicize to a wider audience - At UCSC, all CILS graduate students, postdocs, and science fellows attend the monthly CILS Colloquia. - February 18. CILS led a session for the annual AAAS conference that invited three nationally prominent scientists, all of whom are working with informal learning institutions to engage the public with their research, to share their work with their colleagues at the conference. - April 7-8, Bronwyn Bevan and Candice Brown led a workshop, with LIGO Outreach Director John Thacker presented at the annual NSF Science Technology Centers Directors meeting held at CalTech, to discuss how museums could support the educational outreach and dissemination efforts of NSF-funded science research centers. |
- March 17-22. Candice Brown, Doris Ash (UCSC CILS), Barry Kluger-Bell (Exploratorium) and Lisa Hunter (UCSC CFAO) facilitated a professional development workshop on inquiry education in science for CfAO and CILS doctoral students, CfAO postdoctoral researchers, industry representatives, and educators from community colleges in Maui, Hawaii. - Rowe,
C., Guest Lecturer at |
- The CILS Videoconference Series focuses on the CILS reading list as well as current CILS research projects. - February 25. Christie Rowe 'Restructuring Structure: Integrating educational theory into an undergraduate geology course', presented to Center for Adaptive Optics (CfAO). - Twenty-seven published or accepted journal articles - Fifteen book publications |
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Center for Learning
and Teaching in the West (CLT-West) Center for Learning
and Teaching in the West (CLT-West) continued Center for Learning
and Teaching in the West (CLT-West) continued Center for Learning
and Teaching in the West (CLT-West) continued Center for Learning
and Teaching in the West (CLT-West) continued Center for Learning
and Teaching in the West (CLT-West) continued Center for Learning
and Teaching in the West (CLT-West) continued |
- The
Center created 13 online doctoral level courses which provide Fellows with
access to a common core curriculum. - During
Year 4, CLTW faculty and Fellows continued to learn about effective distance
learning through
the Center’s formative evaluation, and through Center research (e.g. Bice,
2005; Bice & Luebeck,
2004; Kosiak, 2004; Simonsen & Banfield, in press). - The
Center leadership is also exploring the pros and cons of moving from the
current model – a shared
core curriculum embedded within the Fellow’s science, mathematics or
education doctoral programs -- to a single shared degree program. A single
degree program could be easier to
sustain, but must be structured to complement rather than compete with STEM
doctoral programs now available at the partner universities. - CLT West
has recruited 76 Fellows
at the doctoral (61), postdoctoral
(8) and masters level (7). - Master’s degree in Mathematics Education
concentrating on Middle Level
Mathematics Teaching with another 7 online courses now piloted or under
development at MSU - The
first three cohorts of CLTW doctoral and masters Fellows, who entered the
program in 2002 – 2004, are making good progress and reaching academic
benchmarks. Four Native American
Masters Fellows joined CLTW in 2003 - 2004. -
A
special weekend research session was held when six of MSU’s “distance”
masters and doctoral level Fellows visited campus in October 2004. Many of
the distance Fellows also came to campus for the CLTW Annual Research Forum
hosted by MSU in April 2005. -
In
2004-05, CSU added seven new graduate fellows -
Education Policy Analysis was
developed and taught by Rick Ginsberg - Seminar
– Policy Issues in Education was developed by Rick Ginsberg and taught
by Sally Bomotti. - Practicum – Education Policy
Studies was developed and taught by Tim Davies.
The
Bachelor of Science in Natural Science, BSNS, was a new degree program
approved by the
State of -
PSU-site
hosted the Summer Reflection Institute in August 2004 at the Native American
Student and Community Center on the -
During
the Academic Year 2004-2005 and during Summer 2005, CLTW UM supported 8
Doctoral Fellows and provided research support for 3 faculty fellows -
To
date, UM has offered the first two courses twice: Models
of Technology for Professional Development (I), and Models
of Professional Development (II). |
- In the
Portland Public schools, 227 teachers
have participated in Center PD, with 22 of these
participating in school-based inquiry groups for more than 160 hours. In 38 Native American instructors, have
participated in CLTW PD, with 35 engaging
for more than 160
hours in ongoing mathematics and science inquiry groups or online graduate
coursework. - During
Years 3-4, there has been a real shift from three state-based professional
development programs
– one each in OR, MT and CO – that communicated regularly, yet largely
operated independently, to a Center PD program with leaders who share a
common vision and practices. - PD teams have piloted more than 20 math and
science courses that build on content needs identified by teachers in the
Center’s face-to-face professional learning groups. - UNC’s
MAST Institute has spearheaded the development of an interdisciplinary Master
of Arts in Natural Sciences degree with 7 online courses now offered or being
developed, and the campus’s Department of Mathematical Sciences has developed
a Master’s degree in Mathematics Education concentrating on Middle Level
Mathematics Teaching with another 7 online courses now piloted or under
development. -
Montana PD Coordinator Billie Brown, along with Karma Nelson, a doctoral
student in mathematics education at MSU and a CLTW Teacher Leader, were once
again instrumental in involving CLTW doctoral students, middle school
teachers, high school teachers, and tribal college faculty in the planning
and implementation of quality and locally relevant PD activities designed to
be sustainable. This group included 38 Native American teachers. - The
Math Inquiry Group on the Crow and Northern Cheyenne Reservations continued
to meet regularly throughout the year, often for a full day, during the 2004
– 2005. Led by doctoral Fellows and teacher leaders Karma Nelson and Raquel
Vallines, the group engaged 36 teachers,
including 13 Native
American instructors, in a variety of activities relating to implementing
Montana’s mathematics standards and preparing students for challenging
problem-solving on the new statewide math assessment. - The
Science Inquiry group on the Crow and MSU
physicist educator Irene Grimberg with
CLTW Fellow Rick Jones, also held regular evening and full-day meetings
during 2004 – 2005. This group involved 39 teachers
including 13 Native
American instructors. -Brown,
Nelson, and Grimberg launched a teacher leader group, the Crow and Northern
Cheyenne Teacher Advisory Group, which met with CLTW staff on some occasions,
and independently on others. This group involved 20 volunteer teacher leaders, including 8 Native American teachers, as well as the
Crow Tribal Education Director and tribal college faculty. - During
Fall 2004, the last in a series of monthly, all-day professional development workshops
on integrating technology in science and mathematics classrooms were provided
to 28 teachers
on the Crow and Northern Cheyenne Reservations, including 8 Native
American instructors. - One of
the students who participated in the preservice experience in 2004 completed
his student teaching at St. Labre Indian School during spring semester, 2005,
and has been offered a teaching job in a science classroom there. - We
estimate that there are over 3000 students taught by teachers in our Cohort
classes who are positively impacted by our Professional Development efforts. - For the
inaugural session, Summer 05, Using Technology to Promote Guided Inquiry in
Secondary Mathematics, we have recruited 56 teachers from across the state. - CLTWest
Preservice Scholars (I) targeted - CLTWest
Preservice Scholars (II) targeted community college students who transfer to - Six
elementary majors were placed in three classrooms at the 5th
and
6th grade
levels, while five secondary majors were placed in various high school
classes depending on their major: mathematics or science. A course
information packet was developed to include readings about teaching diverse
populations, especially Native Americans. Students are required to develop
and teach a mathematics or science lesson. |
- Twenty seven accepted or published journal articles - Fourteen books or one time publications - Forty eight paper presentations - Fifty five poster presentations - Four literature reviews |
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The Diversity in The Diversity in The Diversity in |
- The fellows continued the work began last year on the 'Why They Fail' project. Four sub-groups collaborated to prepare a symposium presentation for the American Educational Research Association annual meeting - During the first semester of the year, the DiME fellows anticipated in a seminar led by UC-Berkeley DiME Post-Doc Victoria Hand. The seminar was titled Methods for the Study of Diversity and Equity in Mathematics Learning. To facilitate the discussions of this seminar, all three campuses used video-teleconferencing. - During the second semester, DiME Post-Docs Vanessa Pitts and Daniel Battey led a seminar on Race and Professional Development - DCS has continued collecting annual interviews to document critical experiences for doctoral fellows and the development of their research interests and dissertation projects. - DCS faculty and graduate students have also made substantial contributions to the work of the center, both at the summer retreat (2004, at UW Madison) and in a panel presentation at the annual meetings of the American Educational Research Association. - For the third year, five undergraduates were recruited
from the - Kyndall Brown (UCLA DiME Fellow)organized the Benjamin
Banneker conference (at the NCTM meeting) and celebration-where the mathematics
achievement of hundreds of African American students from throughout - Megan Franke is participating in and joined the steering committee for the Carnegie Foundation for the Advancement of Teaching's QUEST Project. |
-
During the 2004-2005 academic year, 20 elementary school teachers from the socio-cultural factors on children's thinking, performance and participation in mathematics. - A group of middle school teachers met monthly during the 04-05 school year. The theme of the seminar was equity. - During the spring semester of 2005, a graduate course entitled 'Teaching Mathematics for Social Justice' was offered by Tonya Bartell at the University of Wisconsin-Madison to practicing high school mathematics teachers. Eight teachers enrolled |
- Eight published or accepted journal articles - Eight books or one-time publications from research generated at center -Thirty-six paper presentations at professional conferences - Nine course syllabi developed |
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Center for Inquiry
in Science Teaching and Learning (CISTL) Center for Inquiry
in Science Teaching and Learning (CISTL) continued Center for Inquiry
in Science Teaching and Learning (CISTL) continued Center for Inquiry
in Science Teaching and Learning (CISTL) continued |
- Five CISTL doctoral students were associated with the center and funded for graduate study in 2005 - It is important to note that two major advances in
science education graduate study have occurred as a result of CISTL. The
first positive change is that a doctoral programmatic area in science
education now exists at - Bundles for professional development providers and school district staff developers include `Principles of Qualitative and Quantitative Research' (Fall 2005) which will be bundled with a second course, `Evaluation of Professional Development Programs' (Spring 2006) - For science educators, post-doctoral fellows, professional development providers, and school district staff developers, `Fundamentals of GIS Technology' (Fall 2005) will be bundled with a second course, `Applications of GIS Technology' (Spring 2006). - liaisons from each institution: 1) attended a content course with teachers (Force & Motion/Universe; BEVT); 2) participated in the guided study of pedagogical strategies, assessment and differentiating instruction; 3) were trained in how to conduct and analyze transcripts from a clinical interview with children; 4) were trained in the use of a protocol to apply to the analysis of classroom instruction; 5) were trained in approaches to differentiating instructional activities; and 6) were trained in ways to apply inquiry from the "Exploratorium" to classroom curricula |
- CISTL implemented two professional development bundles that were attended by elementary teachers in our partner school districts and researched by CISTL post-doctoral fellows - two new school district representatives were added to the Leadership Council and the St. Louis Public Schools have added an additional representative to the Council since the interim report - Our most intense professional development offerings with respect to time commitment are the bundles. As per our interim report of this year, we have designed several new bundles that are in varying states of implementation. During the past year (September 2004 - May 2005), CISTL implemented two professional development bundles that were attended by elementary teachers in our partner school districts and researched by CISTL post-doctoral fellows - In Fall 2005 and Spring 2006, CISTL is implementing three new bundles, one for teachers in grades 1-8, and the other two targeting science educators in CISTL informal science institutions, post-doctoral fellows, professional development providers in CISTL higher education institutions, and staff developers in partner school districts - Science Saturdays - This program series provides K-5 teachers with inquiry-based science activities and content aligned with Missouri Grade Level Expectations and the school district curriculum. Over 90 teachers attended the three "Science Saturdays" offered in Spring 2005. Thirty of these teachers attended the week- long science inquiry institute in Summer 2005. - Summer Science During the course of a summer week,
participants explored the educational resources of the - Teacher Internships at the Partner Informal Science
Institutions The Missouri Botanical Garden, - Teen Program focused on outreach to school district partners in the form of an after-school initiative. To this end, an activity was developed in partnership with the St. Louis Public Schools - CISTL team members organized a group of |
- A broad array of information is being archived on
students, teachers and schools. This includes: 1) test score data at student,
grade-level and school-level (e.g., Missouri MAP test data); 2) selected
census data for the - technical reports are being generated that analyze findings addressing questions related to student achievement, indicators of scientific attainment, teacher characteristics and training, and school science programs - The purpose of the research study is to investigate the collaboration among CISTL partners. The following activities are in progress or completed: 1. Literature review to focus on recent research in science education, collaboration development (in progress). 2. Design of tentative survey assessing collaboration (completed). 3. Completion of IRB process for any subject-related research (in progress). 4. Determination of stakeholders for each component/programmatic initiative (completed). 5. Development of logic models and production of initial version of a facilitated collaboration exercise (in progress). - Professional Development group has conducted and analyzed interviews with: eight regional professional development providers (four from ISI and four from IHE); curriculum specialists from the five CISTL partner school districts; and 20 teachers from five CISTL partner school districts. The data have been analyzed to identify similarities and differences in how the wide array of individuals in CISTL partner institutions view the teaching and learning of children and teachers - CISTL doctoral students and post- doctoral fellows research on teaching and learning in CISTL bundle courses - Eight published or accepted journal articles. |
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Center for
Curriculum Materials in Science (CCMS) Center for
Curriculum Materials in Science (CCMS) continued Center for
Curriculum Materials in Science (CCMS) continued Center for
Curriculum Materials in Science (CCMS) continued Center for
Curriculum Materials in Science (CCMS) continued |
-Implementation of annual Knowledge Sharing Institute (KSI) to foster the exchange of information, resources, and expertise within the Center itself and within the larger community of science educators, researchers, and curriculum developers - the Center made significant progress in articulating the core principles that underlie all aspects of the Center's work and by adding two new core principles - Throughout Year 3, as the number of graduate students and postdoctoral fellows has increased and the Center has matured, each of the partner sites has formed its own unique intellectual community while at the same time contributing to the culture of the Center as a whole -Early Career Research Affiliates (ECRA) program for early career researchers at other institutions - several CCMS faculty are serving on the dissertation committees of students enrolled at other CCMS partner universities. According to CCMS evaluators, Horizon Research, Inc., the result is that Center doctoral students have 'a broader overall graduate experience than would normally be available' and have access to 'a more diverse pool of advisors for dissertation committees than would be typical in their programs because of their connection to faculty at other Center - three doctoral students completed their dissertations - Seven CCMS post-doctoral fellows, most of whom are completing their second year, have engaged in research studies that contribute to the Center's Research Agenda as a major component of the second year of their fellowships - Center has added 16 new doctoral students (five at - Graduate students, postdoctoral fellows, and research
affiliates planned greenhouse sessions and presented posters at the Knowledge
Sharing Institute. Advanced graduate students and postdoctoral fellows shared
the planning of featured research sessions at the Knowledge Sharing
Institute. Graduate students and postdoctoral fellows organized and
participated in informal discussions of research at brown-bag lunches
(Northwestern), tea-time chats ( - Postdoctoral fellows participated on various Center committees responsible for planning CCMS events and activities .Graduate students and postdoctoral fellows organized and participated in a CCMS retreat for graduate students and fellows. Graduate students and postdoctoral fellows developed vehicles for communicating electronically with each other and for sharing information with faculty, students, and fellows from across the CCMS partner institutions. Postdoctoral fellows and graduate students taught pre-service courses, such as elementary methods courses, using instructional modules being developed and studied by CCMS researchers - CCMS faculty, fellows, and students made 24 presentations related to various parts of the CCMS Research Agenda at the Association for Science Teacher Education, National Association for Research in Science Teaching, and American Educational Research Association 2005 annual meetings - CCMS associate director George DeBoer, also at AAAS, is leading a team of researchers working on the development of middle school assessment items aligned to key ideas in Benchmarks for Science Literacy and the National Science Education Standards as part of an IMD assessment grant. |
- CCMS teacher development activities included further refinement of elementary and secondary level pre-service science methods courses to make use of instructional modules that focus on key ideas in the selection, analysis, adaptation, and enactment of curriculum materials - A secondary methods course module developed by David
Fortus of - Several different models for elementary methods course modules, including one developed by Ed Smith and Kristin Gunckel of Michigan State University, are being used as a context for investigating how elementary pre-service teachers make sense of curriculum materials and how specific instruction that enables them to critique, modify, and enact science curriculum materials may lead them toward more effective teaching - The CASES project, led by Betsy Davis of the - activities from the instructional modules designed for use in pre-service elementary and secondary science methods courses have been adapted for use at Michigan State University in three Master's level in-service courses for teachers, including two courses that are part of the Online Master's Degree Program - Teachers often provide the contexts for research on implementation of curriculum materials, which includes experiencing professional development on using the materials as well as piloting units with their classes - Teachers have also been involved in the work of developing curriculum units prior to and during pilot phases - CCMS faculty members developed and published a framework for designing and investigating curriculum materials that are educative for teachers |
- CCMS Leadership Team members Betsy Davis and Joe Krajcik
of the - Four chapters in the forthcoming Handbook of Learning Sciences present syntheses by CCMS faculty of literature related to the center's research agenda - At AAAS, postdoctoral fellow Deirdre Black conducted a review of the research literature related to student understanding of motion and forces. The review includes summaries of approximately 100 papers related to students' thinking and learning about motion, common themes in the research, and complementary ways of thinking about similar issues - One hundred presentations and research papers generated |
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Center for
Proficiency in Teaching Mathematics (CPTM) Center for
Proficiency in Teaching Mathematics (CPTM) continued Center for
Proficiency in Teaching Mathematics (CPTM) continued Center for
Proficiency in Teaching Mathematics (CPTM) continued Center for
Proficiency in Teaching Mathematics (CPTM) continued |
- Development work at UM on elementary mathematics methods courses, including revision of practice-based tasks and assessment tools for teacher education student products and performances within the course - Partnership with UM Mathematics Department to develop unified approach to content and methods courses - Strengthening the elementary pre-service program in cooperation with the MI methods planning group -Doctoral program recruitment: In Year 3, 45 graduate students were funded by CPTM and/or participated in CPTM activities; so far, 8 CPTM graduate students have graduated with either a PhD or masters degree. - PRIME (supervision component): Doctoral students served as liaisons between student teachers, mentors, and university faculty during student teaching; they were responsible for the organization of cluster meetings in the host schools. - PRIME (research component): Doctoral students designed a research study on the development of professional learning communities of mentor teachers, student teachers and university liaisons (design of instruments, IRB, data collection; analysis in ongoing). - Doctoral students from both UGA and UMICH participated in the cross-institutional course Research Design for Mathematics Education Professional Development (instructors: Jeremy Kilpatrick-UGA and Ed Silver-UMICH) - Doctoral students from Mathematics and Mathematics Education at UGA participated in a reading course on the contents and methods of mathematics content courses for prospective elementary and middle grades teachers. - Partnered with U-M Digital Assets Management project to develop an infrastructure that ingests, manages, stores and publishes digital rich-media assets and their associated metadata. - 2004 Summer Institute Video and material database - Mathematics Methods Archive - Working to make video clips, transcripts and supporting materials of mathematics teaching available via the web to
instructors of elementary mathematics methods course being taught at - At the University of Michigan School of Education, we are sharing the lessons learned through CPTM with colleagues in other disciplines. |
- Hosted cluster meetings for PRIME staff, pre-service teachers, and their mentors; - Each of the six Grade 2 teachers observed Lu Pien Cheng as she taught math in the Teacher’s classroom; -All Grade 2 teachers observed her conducting a laboratory classes; - Grade 2 teachers, as a group, met once a week to share some ideas in teaching mathematics, plan what to teach in the lab class or individual teachers’ classes and critiqued those lessons afterwards; - Each Grade 2 teacher was observed teaching mathematics once a month; - All Grade 2 teachers participated in the monthly interview sessions. Jake Klerlein taught part-time in the middle school for the whole year, - Middle school teachers and Jake made an effort to establish a professional learning community by having weekly working lunches; cooperatively planning several lessons and their implementations; opening their classrooms to observing, co-planning, and co-teaching (at least one full class period per week; - Sheila Jones from the BoR worked on collaborative effort of the BoR and the NSF PRISM project; - Conference on faculty incentives for Arts & Science and Education faculty; - Helped prepare university faculty for new state standards in P-12 mathematics; - At NTCM, provided venue for dissemination of CPTM activities during pre-conference work session The Professional Development of Professional Developers: Continuing to Learn as Mathematics Teacher Educators - Developing capacity of mathematicians to teach math courses for prospective elementary school teachers (facilitator: Sybilla Beckman, Mathematics, UGA); - Mathematics Methods Planning Group (MMPG) continued in Fall 2004; extended to UM/UGA cooperation in Spring 2005 - Regional Mathematics Teacher Educator Study Group (MTESG) at UM continued (bi-monthly, 1/2 day) - Regional workshop at - Social Circle--Professional development of two doctoral students - Practitioner Scholar at UM supported the 6th grade teaching of Sybilla Beckmann at UGA - Colloquium Series |
- Analysis of mathematics textbooks for undergraduate elementary majors continues with an added layer of data based on interviews of authors; - BI:FOCAL Case analysis and lesson study: There exists a relationship between case study/discussion and the trajectory of teacher change in planning and analyzing lesson. The common language used to describe and analyze instructional practice in the context of the case discussion/analysis was appropriated by teachers as they planned and analyzed their lessons during the lesson study phases of their work. Participants did not always appear to be aware of the impact derived from the synchrony, as they generally attributed greater impact to the lesson study experiences Than to the cases or to the two in combination. Teachers’ experiences in reading, analyzing, and discussing cases generated a number of insights that provoked them to modify their planning for instruction. - Presentations at MSRI, AERA, NCTM, NCSM, AMTE, MAA/AMS, the Annual Ethnography and Education Research Forum (see also Appendix A) - Cooperation with Kathy Heid from -Conversations with Colleagues - Regional Leadership Conference for mathematicians, mathematics teacher educators and professional developers. Co-sponsored and developed by Mich-MAA/AMS, MichAMYTIC, MCTM, PME, and CPTM. - Three journal publications - Nine books or one-time publications -The CPTM and the Mid Atlantic Center are collaborating in the production of mathematical vignettes designed to provide examples of the enactment of mathematical knowledge needed for teaching significant mathematical ideas. |
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Center for the
Study of Mathematics Curriculum (CSMC) Center for the
Study of Mathematics Curriculum (CSMC) continued Center for the
Study of Mathematics Curriculum (CSMC) continued Center for the
Study of Mathematics Curriculum (CSMC) continued Center for the
Study of Mathematics Curriculum (CSMC) continued |
- Recruited, enrolled, and now educating 20 well-qualified Center doctoral fellows in full-time Ph.D. programs that have a focus on mathematics curriculum. - Developed, taught, and posted resources for a mathematics curriculum history course. - Developed and taught (Fall 2005) a Mathematics Curriculum Design and Analysis course. - Planned the CSMC Monograph Series and moved the first monograph on quadrilaterals to “in press” status. - Began development of a monograph on the history of geometry in the school curriculum. - Solicited and secured papers on mathematics curriculum design perspectives and development processes from 14 comprehensive curriculum development projects funded by NSF 1990-2005 and from UCSMP as an initial step toward a volume on Design and Development of School Mathematics Curricula. - Sponsored a Research Planning Conference (June 2004) centered on questions associated with the various facets of mathematics curriculum research. - Organized and conducted a CSMC Curriculum Research Conference focused on curriculum research issues (February 2005). - Planned and scheduled an International Conference (November 2005) focusing on mathematics curriculum in Pacific-Rim countries. - Planned and scheduled a Policy Research Conference (February 2006) focusing on questions of policy as related to mathematics curriculum issues. - Facilitated a Cross-Site School Partnership meeting (August 2004) focused on work with partner schools involving faculty, staff, and doctoral fellows from CSMC higher education institutions and teachers and coordinators from partner school districts. - Designed and implemented the Center website that provides information about the Center and its programs as well as resources useful to researchers and practitioners. - Held two two-day direction-setting meeting of the CSMC National Advisory Committee (September 2004, September 2005). - Held annual Local Advisory Committee meetings in - Participated in the annual CLT PI meetings (Washington,
DC) and the CLT Mathematics PI meeting ( - Contributed to the CLTNet On-Line "Getting a Job Seminar" delivered during the Fall 2005 to graduate students and post doc fellows at CLT institutions and other institutions as well. - Participated in the CLT distance learning conference in TN (October 2005). - Established an online curriculum literature database to support research efforts. - Continued development of an online curriculum research instrument database. - Initiated a master’s degree program on curriculum leadership in mathematics - Expanded the CSMC Curriculum Library of mathematics textbooks to include more“new math” era textbooks to complement the existing collection of older textbooks. - The Center held a school partnership meeting in |
- Initiated local partner school activities (specific to each location). - A cohort of 15 K-12 CPS teachers began the program in Summer 2005, taking five credit hours focused on mathematics curriculum development and enactment. - Outcomes from KPS Mathematics Curriculum Study Committee: professional development and research supporting a pilot study of a new elementary school curriculum in one building; professional development supporting a pilot of a unit of a new middle school curriculum in all eighth-grade classes; professional development for middle school and high school teachers on linear functions to provide a new lens for viewing high school algebra; and a study of district obstacles to curriculum reform. - MSU doctoral students analyzed the three curriculum programs of the elementary and middle grades. The analyses focused on algebra, patterns and functions. The analysis has provided an interesting picture of the offerings in each grade and makes rather apparent some disjuncture at transitions. Two subsequent meetings were devoted to a discussion of high-quality algebraic thinking tasks for the
elementary and middle grades - Grand
Ledge (MI) Public Schools participated in the CSMC Cross-Site Study,
and in spring nearly 90% of the teachers of mathematics completed the survey
on beliefs, preparedness, and practices. In addition, 30 elementary and
middle school teachers volunteered to complete a 10-lesson Materials Use Log |
- Wrote and refined a Mathematics Curriculum Research Framework for the field. - Initiated and/or continued 35 studies related to the Research Agenda. - Made 31 presentations and published 6 articles - Completed two research studies of state curriculum frameworks in mathematics. - Completed a cross-site research study of enacted curriculum involving CSMC partner schools. - Conducted a survey of nearly 90 institutions that announced positions in mathematics education for 2005. The data have been collected and summarized and a paper reporting the results is under review. - Established, expanded, and enhanced the CSMC Research Associate program to extend the research outreach and impact of the Center.
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MetroMath: The
Center for Mathematics in America’s Cities |
- We have designed a 4-semester graduate seminar sequence, currently being offered at our three partner universities. - For the 2004-2005 courses, a total of 22 students participated across the two sites, with most registering for the Seminar both semesters. By design, the students included a mix of doctoral students and experienced teachers. - MetroMath at CUNY sponsored the CUNY Mathematics Education Colloquium - The Rutgers MetroMath seminar series was well attended by both MetroMath participants and Rutgers GSE faculty and students. - The |
- We have involved 93 urban mathematics teachers in the MetroMath Mathematics Institutes for Leadership in Education (MILE) program, intensive professional development programs designed to increase their knowledge of mathematics content, their ability to analyze student work to inform the design of instruction, and support the development of mathematics leadership within our partner school districts - MetroMath Public Library This library was created to share Center resources with mathematics educators and researchers |
- The - Jackson, K., & Remillard, J. T., "Rethinking Parent Involvement: African American Mothers Construct their Roles in the Mathematics Education of Their Children.", The School Community Journal, p. 51, vol. 15, (2005). Published - The MetroMath library within CLTNet We have created an annotated database of papers, images, and video relevant to the mission of MetroMath |
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Technology-Enhanced
Learning in Science (TELS) Technology-Enhanced
Learning in Science (TELS) continued Technology-Enhanced
Learning in Science (TELS) continued |
- TELS Design Principles Database. TELS represents research on the design of projects to promote knowledge integration in a design principles database - Creating the TELS Collaborative Design Course - Kali is currently piloting these activities in a Design course at the Technion, and will enact the revised activities in the TELS online Design course in fall 2005. - TELS First Generation Technology Platform: TELS is building a technology platform to support researchers who seek to develop technology-enhanced materials that include assessments aligned with instruction, scaffolding of students and teachers who adopt and use these materials, design principles to guide innovation, and support for localization or customization. - TELS
Second Generation Technology Platform: As a result - TELS merged WISE (from UC Berkeley) and Pedagogica (from The Concord Consortium) to offer the research community a platform for design, development and delivery of inquiry science curriculum that includes highly interactive dynamic visualizations and models. - each of
the 12 multidisciplinary partnerships
reviewed the research on their topic and created a short perspective written
for a general audience to identify the challenges of learning that topic, the
common intuitions students bring to science class, any relevant prior
research, and promising directions for design - TELS
created a design review process. Projects received multiple reviews at the
summer retreat, were pilot tested and reviewed in the fall, and continue to
be reviewed and revised as they are used by more and more teachers. - TELS
offers annual collaborative courses. These courses, co-designed by leaders at
two institutions, meet face-to-face at each site and on-line for discussions
and project reviews -
In
Spring 2004, TELS offered a course on Assessment and Technology and in Fall
2004 the course was on Metacognition and Technology |
- During the 2004-5 year period, TELS teachers implemented one or more TELS units in their science content area. - 12
multidisciplinary partnerships were
formed to design inquiry activities delivered using the TELS technologies for
each of the 12
topics - To
support teachers in their use of TELS curriculum materials, TELS created a
mentored professional development program supported by activities delivered
with TELS technologies. TELS has successfully prepared 40 teachers
from six different states and 13 districts to use technology-enhanced
materials |
- Seventeen accepted or published journal articles - Twenty five books or first time publications - Twenty-two professional presentations - TELS Assessments and Surveys. TELS has developed several instruments to assess student science learning and to evaluate teachers' participation and role in the use of TELS projects in classrooms. - TELS benchmark assessments and knowledge integration rubric |
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Center for the
Mathematics Education of Latinos/as (CEMELA) Center for the
Mathematics Education of Latinos/as (CEMELA) continued Center for the
Mathematics Education of Latinos/as (CEMELA) continued Center for the
Mathematics Education of Latinos/as (CEMELA) continued |
- This
being our first year of the Center, our efforts have focused on recruitment
of graduate students and post-docs. We created fliers and a brochure to help
us in these efforts - CEMELA
PIs participated in the Recruitment working group at the CLT PI meeting in February
2005. - As a
result of our recruitment efforts, for the 2005-06 academic year we will have 18 Fellows (13 PhD
students and 5 post-docs). We will also have a Fulbright Post Doc from - CEMELA
Seminar. Starting in Spring 05, each institution held regular seminars to
build community among the different Center participants. - In
addition to the local CEMELA seminars, we linked the four sites
through video-conference four times (December 10, 2004, February 4, 2005,
March 4, 2005,
and April 1, 2005). -
We
have started work on four short courses in preparation for our first |
- Most of
our activities in this component have focused on the in-service level
(professional development) and --unique to CEMELA--on the community / parent
level. -
One
of our efforts in this first year has been on researching materials that can
be used in our work in teacher education (both preservice and inservice). -
Our
main effort this first year has been on strengthening collaborations with the partnering
school districts -
Mathematics
Courses for Middle School Teachers. At UA, CEMELA is developing a series of
five, three-unit courses for middle school teachers that focus on broadening
and deepening their knowledge of mathematics. -
Planning
is occurring for the teacher study groups at one or more of the sites to be
connected to a CEMELA after-school project. -
Lesson
Study. Professional development using a modified
lesson study format is in the planning and development stages at UA. -
At
the Public
Schools, and for a
two-week institute (June 6-17, 2005) -
At
the University of California, Santa Cruz: UCSC, in response to and
collaboration with North Monterey County Unified School District, is
conducting special sessions for 100 K-12 teachers participating in a
week-long institute focusing on teaching strategies for mathematics with
English learners and Latinos - Parent
Workshops. Math For Parents workshops have been designed to further engage Latino
parents in mathematics education in the K-8 schools, explore mathematics as
learners themselves, and take leadership roles in mathematics education of
their community -
After–school
Projects. The after-school projects are being designed to engage children in
mathematically rich tasks. |
- Defining
a common CEMELA research agenda. This is a complex task and is of course
still ongoing. - developed
four CEMELA-wide research questions—one for each area. What is the nature of
Latino learners’ mathematical understanding and language use in multiple
settings?
What
is the nature of Latino parents’
perceptions of the teaching and learning of mathematics? What is the
nature of teachers’ knowledge and use of Latino students’ linguistic and
cultural backgrounds to create effective mathematics learning environments? What is the impact of policy on Latino
students’ learning of mathematics? - Obtaining
Human Subjects’ approval at each institution for the research studies. To
this end, we have developed a series of consent forms as well as data
collection instruments. Two institutions have already obtained the approval
while the others are in the final stages. - At the
sites, discussions and planning are ongoing to define some of the smaller
research studies. In the area of research on teaching, researchers at UIC and
UA are developing studies that will examine the formation of teacher learning
communities through teacher inquiry or lesson study groups. -
Faculty
are currently working on a review of empirical studies on Latinos learners
and mathematics
(for example on Latinos learning mathematics and on using two languages while
solving math problems), a collaborative conceptual paper on reading and
mathematics for English learners (connecting current research on vocabulary
acquisition and reading comprehension for English Learners with current
research on learning mathematics for
understanding,) and an analysis of how academic English discourse in mathematic
involves more than language -
UA-CEMELA
faculty and fellows are leading the effort on research with parents, building
on prior research carried out by M. Civil. This research will inform the
partner sites as they also develop projects in this area. -
Within
the policy component, UNM will be leading a study that examines teachers’
conceptions of and practices vis-à-vis mathematics curriculum, instruction,
and assessment for their Latino/a students. - Work
on CEMELA’s research database is ongoing - Three
national presentations at NCTM, AERA
and NCSM - Most
of our presentation efforts have focused on the local and state level,
letting our communities know about CEMELA |
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- Development and implementation of 2 core courses for doctoral students with a research focus: The Role of Cognition in Engineering and Technology Education, and Design Thinking in Engineering and Technology Education, - The Center faculty gave concerted attention to developing an effective recruitment program for the first cohort of fellows and went through a meticulous selection process to build a strong cadre of beginning doctoral students. - each professional development institution identified short-term goals for the current year, shared those goals with the group, and then implemented activities to accomplish the goals in the local setting. - Individual student logs, web logs, engineering journals, institutional and inter-institutional seminars, and collaborative research activities offer promise for strengthening the evaluation design. |
- The summer workshop held during May 23-26, 2005, at - Teachers from partner schools were provided with 100 hours of professional development in order to develop knowledge and skills in engineering design and analytical and predictive processes in preparation for infusing such concepts into K-12 schools - Professional Development at BYU: Five teachers were selected to participate in the professional development based on recommendation from Melvin Robinson, State Supervisor for Technology and Engineering Education, Utah State Office of Education. - Professional Development at UCLA: Seven teachers from partnership school district are being provided with 100 hours of professional development in three phases. - Throughout year two, the primary focus of the TTE professional development has been on three major engineering concepts. These include: predictive analysis, constraints/requirements, and optimization. As a direct result of the conceptual focus of the spring workshops and in conjunction with the doctoral fellows, a research project was conceptualized, proposed and awarded focused on effectively delivering the three concepts to high school level technology education students. The 2006 summer TTE workshop will be dedicated to developing a unit of instruction specifically designed to be delivered to grades 10-12 level students focused explicitly on predictive analysis, contraints/requirements, and optimization. - In addition to the year two technology teacher cohort, full participants will include the UIUC doctoral fellows, secondary level mathematics and physics teachers, and engineers. - Professional Development at NCA&TU: Teachers from partnership school systems have been provided with 100 hours of high quality professional development in order to learn engineering design and analytical and predictive processes in order to implement these processes into their technology education curricula and instruction - On an exploratory basis, the researchers at A&T have observed professional development teachers for indicators that they are implementing what they learned in professional development. - Professional Development at UW: Three professional development workshops were conducted during Spring Semester, 2006. The remainder of the workshops will be conducted over the summer of 2006. |
- The internal research program has been successful in providing relatively non-threatening experiences with proposal preparation, review, negotiation, and the conduct of small research projects. Six proposals were funded for exploratory research projects in 2005-2006. - The Research Committee has completed its review of the second internal competition and the successful proposals are being negotiated as this report is being prepared in early June 2006 - We have discovered that fostering a research attitude in engineering and technology education is especially difficult, because the action orientation of the field tends to preclude reflective investigations. - Five published or accepted journal articles - Eight books or one time publications |
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A Center to Develop
Nanoscale Science and Engineering Education with Leadership Capabilities
(NCLT) A Center to Develop
Nanoscale Science and Engineering Education with Leadership Capabilities
(NCLT) continued A Center to Develop
Nanoscale Science and Engineering Education with Leadership Capabilities
(NCLT) continued |
- A vital Center effort during Year 1 has been the development of a cyberinfrastructure to support Center operations. Headquartered at www.nclt.us, the NCLT cyberinfrastructure serves as a virtual meeting place for Center stakeholders and a platform for the Center's internal operations and external relations. - During Year 1, a shared calendar, shared web files system, and web conferencing tools were developed and installed in our virtual building. - During Year 1, our cyberinfrastructure has supported the dissemination of our NCLT seminar series to a large and diverse audience with various technical capacities - Early in our development cycle (May 2005), a small-scale alpha field test was carried out to assess the appropriateness and usability of module in classrooms. - Richard Braatz and Umberto Ravaioli of UIUC have been leading efforts to develop software elements in Java and Macromedia Flash to simulate nanoscale science and technology concepts. - Our PD program is being evaluated by the American Institutes for Research (AIR) - We have begun a web-based repository of NSE courses for graduate students on the NCLT web-site, including lecture videos with parallel Powerpoint presentations of course material. - Center members at - Several graduate students are now engaged in NCLT work, which will be the basis for their M.S. and Ph.D. theses. - Considerable progress has been made on developing a 'nanomaterials/nanotechnology' module for eventual incorporation in entry-level undergraduate science courses (e.g., physics, chemistry, biology). - Online Course Repository: Currently on our web site, there is a complete upload of Materials Science and Engineering 376 and Materials Science and Engineering 351-1 taught by Mark Hersam. |
- The
leadership of the Center has agreed that the following module design process
and structure will be incorporated within each module during the development
cycle. These include incorporating: big nano ideas, learning goals,
standards, learning performances, prior skills & knowledge, and learning
tasks. We are currently developing a teaching module for insertion at the
high school level. - We began developing two modules this spring. The first module is entitled, 'Nanomaterials for Energy, Environment, and Pharmaceuticals.' Once fully developed for all levels, this module will serve as a prototype for the five remaining modules. The second module, entitled, 'Manipulation of Light in the Nanoworld' is also underway. In June, 2005 we started organizing a team to develop the third module, entitled, 'Tools for Probing the Nanoworld.” - Professional Development at - Professional Development at - Professional Development at Northwestern University: We worked with the NSF-Research Experience for Science Teachers (REST) program at Northwestern to plan and recruit for the NCLT PD workshop. REST teachers perform an eight-week research project under the guidance of faculty members. - Two hour NCLT workshop sessions were held every Friday afternoon for seven weeks from June 27 - August 5 (14 hours). |
- the research and development committee has formed various interdisciplinary work circles that will explore the important research questions of the Center. |
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Center for the
Advancement of Engineering Education (CAEE) Center for the
Advancement of Engineering Education (CAEE) continued Center for the
Advancement of Engineering Education (CAEE) continued Center for the
Advancement of Engineering Education (CAEE) continued |
- Center Kickoff meeting in January during which the team brainstormed, discussed, and agreed on specific strategies for accomplishing the vision for enhancing the education of engineers as described in the awarded proposal. - One of the original three elements was changed and the element renamed as Scholarship on Teaching Engineering (SoT). - The academic and professional staff of the Center had grown from 24 to 38 people, with six additional positions in the process of being filled. CAEE also added two members to the External Advisory Board to increase the diversity of perspectives represented. - The
Scholarship on Learning Engineering (SoL) element began work on the
three-year study of engineering undergraduates, the Academic Pathways Study
(APS): designed a four-campus longitudinal study that incorporates survey,
interview, and ethnographic
observation methods; obtained human subjects approval on the four campuses; held
several team-wide meetings throughout the year; recruited 160 student
participants, with over-sampling of groups underrepresented in engineering;
initiated data collection -
Targeted Studies of the SoL element began their work as well: the
Difficult Concepts team began recruitment of faculty for the undergraduate engineering education - Scholarship on Teaching Engineering (SoT) element: designed and successfully piloted the Engineering Teaching Portfolio Program (ETPP); designed the first of a set of studies on engineering faculty decision-making as part of the Studies of Engineering Educators Decision-Making (SEED) - Engineering Education Institutes (EEI) team: conducted several pilots of Institute projects; reviewed models for designing the Institutes; collaborated with the Academic Pathways Study to develop research case studies and study instruments; began work on implementation of the first Institute on the UW campus - Affiliations established with WEPAN, NACME, CASEE, CIRTL, HP |
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- 4 CAEE-related papers accepted for the 2004 ASEE Conference - 11 workshops and talks involving CAEE team members - 3 general interest stories about CAEE - 12 team members attended the 2003 ASEE Conference & Exposition and staffed a CAEE Booth - 7 CAEE team members attended the 2003 FIE meeting - 2 Journal papers delivered - 16 Conference Papers - 3 workshops - 10 talks |
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Center for the
Integration of Research, Teaching and Learning (CIRTL) Center for the
Integration of Research, Teaching and Learning (CIRTL) continued Center for the Integration
of Research, Teaching and Learning (CIRTL) continued Center for the
Integration of Research, Teaching and Learning (CIRTL) continued Center for the
Integration of Research, Teaching and Learning (CIRTL) continued |
- 280 graduates-through-faculty participated in Delta activities from September 2003 to April 2004. 87 participated in courses, 32 participated in “high-commitment” learning community programs, and 116 participated in at least one Roundtable dinner. - An on-line database of STEM graduate professional development programs. - CIRTL hosted the CIRTL Forum 2003 in - The Diversity Team has underway an annotated bibliography of existing research on classroom-based teaching practices, diversity in the classroom, and student outcomes. Subtopics range from classroom climate, curriculum, pedagogies, faculty behaviors and dispositions, to students’ gains in competencies and learning. - 27 graduate students, representing diverse populations with respect to gender (9 men, 6 women), discipline, position, experience, and learning style, formed two learning communities within which they came to appreciate the interconnected cycle of learning, assessment, and teaching. - Implementation of courses: “Teaching Science to the Non-Scientist”, “Informal Science Education for Scientists: A Practicum”, “Multidisciplinary Informal Engineering Education Seminar”, “Instructional Materials Development in Science”, “Teaching with Technology” - the IMD team established a monthly Brownbag series - The internship program has been widely advertised, with targeted marketing in Delta courses and events. A launch event for the Delta Certificate Program was held in April 2004 at which the internship program was introduced as an integral part of the certificate program. 2 students are enrolled in the program. - We have created a plan for the CIRTL Diversity Institute, and we are currently recruiting CIRTL Scholars as well as participating departments, faculty and graduate students - Roundtable Dinners: We have hosted five monthly dinners that brought together our larger community for discussions around provocative topics in teaching and learning. - Expeditionary Learning: In this newly conceived program two groups of 7-10 graduates-through-faculty met every two weeks during the Fall 2003 semester to explore the vast array of teaching and learning experiences on the UW campus. - Creating a Collaborative Learning Environment (CCLE): Two teams of 7-9 graduates-through-faculty met weekly over the year to collaboratively explore the complexities of the learning process and connections to their teaching. |
- A Resource Book for Teaching in Science, Technology, Engineering and Mathematics (STEM) contains a wealth of articles on teaching, learning and diversity for instructors in STEM fields - Case Studies in Inclusive Teaching in Science, Technology, Engineering and Mathematics (STEM) is a workbook for facilitating discussions about diversity among faculty, administrators and graduate students. - The Diversity Institute's literature review abstracts manuscripts and articles on the following topics: Inclusive teaching practices and their impact on students, Diversity in the classroom, Classroom climate, The profile of underrepresented students pursuing STEM majors - The Creating a Collaborative Learning Environment facilitator's guidebook is a compilation of suggestions based on 10 years of experience in a process-based professional development program that centers on small group construction of knowledge about the learning process as a precursor to talking about teaching - The Informal Education Course guidebook offers a set of tools for creating a course for STEM graduate students - The College Classroom Course Guidebook includes resources, tips and syllabi for Teaching Science and Engineering - The instructional materials that faculty and future
faculty have developed at |
- 14 accepted or published journal articles |