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1 The Federal Environment for STEM Education Programs: Implications for TUES & Some of your suggestions Myles Boylan Division of Undergraduate Education.

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Presentation on theme: "1 The Federal Environment for STEM Education Programs: Implications for TUES & Some of your suggestions Myles Boylan Division of Undergraduate Education."— Presentation transcript:

1 1 The Federal Environment for STEM Education Programs: Implications for TUES & Some of your suggestions Myles Boylan Division of Undergraduate Education National Science Foundation CCLI PI Meeting January 28, 2011

2 A Little History 2005: Senators Bingaman & Alexander asked the NRC to do a fast study of competitiveness issues --> “Rising Above the Gathering Storm: Energizing & Employing America for a Brighter Economic Future” (2006) 2007: President Bush announced an American Competitiveness Initiative in February : America COMPETES authorization bill passed in August (a 3 year bill) [COMPETES = creating opportunity to meaningfully create excellence in technology, education and science] 2

3 In the same time frame a new GAO study received lots of attention GAO-06-114: Federal STEM Programs and Related Trends (October 2005): it noted From 1995 to 2003, graduates in STEM fields increased 8 percent, < 30% increase in graduates in other fields. 200+ Federal education programs are designed to raise the numbers of students & graduates or improve STEM ed programs, but most have not been evaluated 3

4 4 Consequence? Academic Competitiveness Council formed in 2006, led by OSTP, Ed The “dual” of the Spellings Commission Focus on Federal STEM Ed Programs New OMB rules for Program evaluation Metrics were established for judging program success [higher yield rate & more STEM degrees from higher education; at first not quality gains] Also key is method of evaluation

5 5 Evaluation methods recommended through meetings with and publications by The Coalition for Evidence Based Policy Evaluation Rank order preferences 1.Randomized Field Trials 2.Treatment - Control comparisons 3.Pre-post learning gains 4.Expert judgment or opinion “Only #1 gives unequivocal results.”

6 6 America COMPETES: a bipartisan bill many requirements, more NSF funding Federal R&D & Innovation are vital (10% annual increases authorized for research) Workforce issues given emphasis  Broadening participation in STEM (e.g. new HSI- UP program authorized); mentoring; renewing $  Teacher Preparation (Noyce) 10,000 more tchrs  Improving schools, education, through complex partnerships (e.g. Noyce “10A” Program)  Emphasis on more STEM degrees (ATE, STEP, Professional Sci Masters, GRF, IGERT)  Required reports for some NSF STEM programs, summarizing effectiveness – reinforcing OMB requirements

7 7 Particular Features of American COMPETES (NSF covered by Title VII) Program extensions for STEP and Noyce described in full detail ( is there a next step?) STEP-like programs also authorized for the US Dept of Energy (nuclear and fossil fuel) Ethics education required for students and postdocs on NSF grants Urges meeting critical national STEM needs for innovation -- be bold, seek value CCLI (now TUES) not mentioned, despite its ability to deliver quantity through quality (and innovation)

8 8 NSF Responses (New Emphases): Innovation = transformative research & education Explore promise of cyber-enabled learning; NSDL Renewed concern about sustainability of projects Examined & redesigned CCLI, NSDL Renewed emphasis on assessment and evaluation needed to capture value derived from a large variety of CCLI/TUES projects  New materials  New teaching methods  Faculty professional development

9 9 Cyclic Model for Creating Knowledge and Improving Practices in STEM Education Research on Teaching and Learning Implement Innovations New Materials and Strategies Increase Faculty Expertise Assess And Evaluate

10 Currently: a new 2010 NRC RAGS report, a new America Competes bill, & a new GAO Report (started) Same NRC team asked to review 5-year progress. Result: RAGS, Category 5!  unanimous view of each of the committee members: “our nation’s outlook has worsened.” Re STEM grads: “the race for quantity has already been rather decisively lost.” 10

11 Two RAGS Ominous Factoids Merck used to outsource production, now it also outsources much of its R&D China has replaced the United States as the world’s #1 high-technology exporter “What must be preserved in the United States, if the nation is to compete, is an adequate supply of scientists & engineers who can perform creative, imaginative, leading-edge work - who can innovate.” 11

12 The new “Competes” bill (01/2011) The Director of OSTP shall Establish a committee under the NSTC & OMB to coordinate Fed STEM Ed programs and avoid duplication Create 5-year strategic plans to specify and prioritize objectives, specify common metrics to measure progress, and describe approaches to be taken to assess effectiveness of agency programs. 12

13 This new oversight is already taking place! Carl Wieman is actively involved in the evaluation of STEM Ed programs at NSF OMB is also taking a detailed interest Emphasis is shifting from summative evaluation to a preference for evaluation design that provides feedback for program improvement. [However, there is still a need for summative evaluation.] 13

14 New Competes, Section 527: ”21st Century Graduate Education,” urges: NSF support future faculty training programs in STEM education [Note: have been doing this on a ltd basis thru PFF a decade ago, CCLI, & CIRTL.] NSF urged to research & assess the effectiveness of programs to teach grad students about modern STEM Ed practices [One Type 3 effort is funded] 14

15 The Challenge to TUES If this program is truly transformative it should have discernable impact on student learning and achievement - even at the national level. Several studies are showing some impact but a long way to go [See list at end] A major challenge is to ensure program impact. There are 3 or 4 factors that jointly determine the long-term impact. 15

16 The TUES Impact Ingredients 1)Promising new materials and practices 2)Effective means for measuring their impact on students (lots more to do) [What Don Millard called the “core.”] 3)Effective dissemination practices, both raising awareness, and professional development [Don’s “culture”] 4)Scaling-up within and across institutions [Don’s “community”] 16

17 17 Key TUES Challenge: Diffusion of Effective Practices Each component can help diffusion, e.g.  Evaluation data showing effectiveness  Faculty professional development  Inter-institutional learning communities Ease of implementation seems to be a key factor  Diffusion prospects for complex innovations are more problematic  Scaling-up is still in its early stages

18 18 CCLI Successes noted 2 yrs ago: Many good materials & practices, e.g. Faculty Professional Development, e.g. PKAL, SENCER, Case Studies Institute, EPICS, On the Cutting Edge, and other discipline-based efforts in chemistry, biology, physics, economics, geography, math, engineering; keeping up with new science Assessment tool development, quite a few tools developed or developing; some available on the FLAG web site [The SALG can be a good starting pt] More effort to counter misconceptions growing emphasis on higher order skills Cyber-enabled learning, e.g. cognitive tutors, fast feedback, access to datasets

19 Impact Challenges Time and complexity are real barrier [e.g. faculty teachers can’t spend 10K hours] Course interdependencies; service expectations in other departments Traditional time allotments for courses Departmental values may trump stated institutional priorities (or vice versa today) Course innovators not always skilled at dissemination and scaling-up 19

20 Impact Challenges (2) Replication in different types of institutions often not best fit for students, instructors Target faculty would often prefer to collaborate in some form of reinvention of the original innovation – a reason why we value partnerships (like student learning) Innovation may mutate during reinvention, losing some of its effectiveness (clickers for example – easy to use, not use well – need good concept tests) 20

21 21 Thus, a TUES Challenge is Diffusion of Effective Practices Questions - How many of you: 1.Are relatively new to grant supported work on undergraduate education (3 yrs or less)? 2.Were recruited or inspired to this work by other faculty members? 3.----- as graduate students? 4.have been doing this work for 10+ yrs? 5.----- 20+ years

22 22 Your Suggestions More purposeful dissemination of evaluation and assessment methods (grants), including to institutions (departments) Offer small financial inducements for adopters who learn a new method and promise to use it. (Mazur idea) Support systems efforts at reform Are external change agents more successful due to more credibility?

23 23 More Suggestions Testing  Life of knowledge: immediate follow-up vs. actual knowledge retention  Oral exams as measures and learning Assessment issues  Measuring problem-solving skill  Statistical Significance  Adequate sample size  Cost of some assessment methods – how much should projects spend?

24 24 Suggestions Evaluation issues and challenges  Cost of external evaluators needs to be balanced against value of going external  Details - effective controls in matched comparisons  Longitudinal effects may be important but realized “down the road”  What is sufficient evidence to proceed: 1->2?  Tests are not always the best measure of student achievement  Hard to “analyze” qualitative impact data  Standard test culture is focused on “factual knowledge”

25 25 Your Recommendations CCLI Phase 1 performance standards may be too high (to qualify for phase 2) (Please use uniform standards) Keep TUES “types”, but broaden the range of funding for each (this was done) Consider renewals or longer durations Offer conferences for STEM faculty who want to learn about research & assessment practices (webinars) Provide small “starter grants” for proposers who need to get their feet under them to write a good proposal.

26 26 Your Advice to New Applicants  Case studies are effective for teaching the process of science and recruiting interest  Consider using professionals to do your dissemination (“marketing”)  Think about scalability across institutions from the start of a Type 1 proposal  Focus institutional change efforts on young faculty  If possible, design improved materials modularly so that they can be imbedded into a variety of existing courses

27 Grants examining, facilitating large scale ups 1059235, Norman Fortenberry, NAE, “A Forum on Characterizing the Impact and Diffusion of Engineering Education Innovations.” 1022789: Barry Stein, Tenn. Tech., "Expanding Use of the CAT: Assessing and Improving Critical Thinking.” 1022186: Charles Henderson, Western MI U, “Collaborative Research: From Dissemination to Adoption: A Study of the Instructional Change Process in Faculty Most Likely to Succeed.” Collaborative Research: From Dissemination to Adoption: A Stud... 0950224: Heidi Schweingruber, NRC, “Evidence on Selected Innovations in Undergraduate Science, Technology, Engineering, and Mathematics Education” 0934453: Heidi Schweingruber, NRC, “Status, Contributions, and Future Directions of Discipline Based Education Research” 0942438: Ann-Barrie Hunter, U of CO, "The Challenge of Change: Studying a Model for Transforming Courses, Instructors and Departments at a Research-extensive University.” 091924: Cynthia Finelli, U of MI, “Motivating Change in Faculty Teaching Practices to Support a Diverse Student Body in Engineering.” 0934453: Heidi Schweingruber, Status, Contributions, and Future Directions of Discipline Based Education Research" 0937784: Flora McMartin, Broad-based Knowledge, "Learning from the Best: How Award Winning Courseware has Impacted Engineering Education," (NSDL funded) 0918881: James Maxwell, AMS, "CBMS2010: A Study of Undergraduate Programs in the Mathematical and Statistical Sciences in the United States and the Publication of the Results" (funded with DMS) 27

28 Grants examining, facilitating large scale ups - 2 0837121: Roberta Spalter-Roth, "Innovation in Digital Libraries: An Experimental Examination of the Production, Diffusion, and Use of STEM Teaching Materials." 0814328: Norman Fortenberry, NAE, “Developing Engineering Faculty as Leaders of Academic Change.” 0744106: Susan Millar, U of WI, "Engaging Critical Advisors to Formulate a New Framework for Change: Expansion of "Toward a National Endeavor to Marshal Postsecondary STEM Educ Resources to Meet Global Challenges". 0732521: Susan Millar, U of WI, "Toward a National Endeavor to Marshal Postsecondary STEM Education Resources to Meet Global Challenges: A Planning Proposal." 0618712: Lisa Lattuca, Penn State U, "Prototyping the Engineer of 2020: A 360-degree Study of Effective Education." 0613426: Robert Mathieu, U of WI, "Building Capacity for Course, Program, and Department Evaluation: Improving and Expanding the Student Assessment of Learning Gains Site." 0623009: Charles Henderson, Western MI U, “Facilitating Change in Higher Education: A Multidisciplinary Effort to Bridge the Individual Actor and System Perspectives.” (SBE) There are more! Including outside studies. 28


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