The Collective Impact of a STEM Partnership AESD Conference Partnerships: Doing More Together April 11-13, 2013

1 + 2 > 3 STEM is greater than S.T.E.M. STEM literacy is achieved when a student is able to apply his or her understanding of how the world works within and across these four interrelated disciplines to improve the social, economic, and environmental condition of their local and global community. Washington STEM Study Group, May 2011

Synergy in Partnerships 5 conditions of collective success * Common Agenda Shared Measurement Systems Mutually Reinforcing Activities Continuous Communication Backbone Support Organizations *Stanford Social Innovation Review, Winter 2011

Common Agenda Agreement on the primary goals for the collective impact of the initiative*: Expand the number of students who pursue advanced degrees and careers in STEM Expand the STEM-capable workforce and broaden the participation of women and minorities in that workforce. Increase STEM literacy for all students, including those who do not pursue STEM- related careers or additional STEM studies. *Successful K-12 STEM Education, National Research Council of the National Academies

COMMON AGENDA: SHARE with peers – 2 min. Identify your experience with this condition for partnerships How were the barriers eliminated? What was learned?

Shared Measurement System Participation in STEM-related high school coursework (regular and A.P.) Number and representation of students pursuing STEM-related post-secondary coursework/careers S.T.E.M. student achievement Workforce readiness, 21 st Century Skills Engaged business, industry, community

SHARED MEASUREMENT SYSTEM: Talk with peers – 2 min. Identify your experience with this condition for partnerships How were the barriers eliminated? What was learned?

Mutually Reinforcing Activities Opportunities for extended learning Engaged business, industry, community Bringing real-world experiences into the classroom In-depth K-12 course content and inquiry- based pedagogy Performance-based learning assessments Alignment of higher education pre-service

MUTUALLY REINFORCING ACTIVITIES Talk with peers – min. Identify your experience with this condition for partnerships How were the barriers eliminated? What was learned?

Continuous Communication Recognizing professional expertise Developing trust between partners Establishing a common vocabulary Direct participation, not delegation Meaningful use of time Use of shared technology (e.g. WIKI)WIKI

CONTINUOUS COMMUNICATION Talk with peers – 2 min. Identify your experience with this condition for partnerships How were the barriers eliminated? What was learned?

Backbone Support Organization Adaptive leadership capacity Skill to keep on task without overwhelming Competence in facilitation as well as project and data management Practices Lao Tzu leadership principle so that when work is accomplished all will say: We did it ourselves.

BACKBONE SUPPORT ORGANIZATION- Talk with peers – 2 min. Identify your experience with this condition for partnerships How were the barriers eliminated? What was learned?

Increasing STEM Literacy via Multi-Level Inquiry Teams Higher Education: WSUV and Clark Community College K-12 education administration: Evergreen School District and 4 middle schools Middle school teachers Business/Industry: SEH America and others ESD112 Fiscal and Operations Agent

Expectations/Outcomes Increased teacher content knowledge (CK) and practices in S.T.E.M. Increased teacher pedagogical content knowledge (PCK) for STEM instructional delivery Capacity to learn in multi-level inquiry teams Higher student achievement in S.T.E.M. Greater student engagement in STEM Capacity to integrate Math and Science Standards via real-world connections

STEM-LIT Learning by Design Higher Education Cross Disciplines K-12 Education and Higher Education K-12 Teachers and University Researchers Teachers as Learners with Students Standards-based STEM Challenges using Math Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS) Inquiry via Math and Sciences Practices

The Collective Impact of a STEM Partnership THANK YOU Rob Siegel, Coordinator STEM Initiatives ESD112 Alex Dimitrov Assistant Professor Washington State University Vancouver