NOVA Evaluation Report Presented by: Dr. Dennis Sunal

Higher Education faces significant changes

Nation at Risk (1983)

Higher Education faces significant changes Nation at Risk (1983) Benchmarks for Science Literacy, Project 2061 (American Assoc. for the Advancement of Science 1993)

Higher Education faces significant changes Nation at Risk (1983) Benchmarks for Science Literacy, Project 2061 (American Assoc. for the Advancement of Science 1993) Shaping the Future (NSF 1996)

Higher Education faces significant changes Nation at Risk (1983) Benchmarks for Science Literacy, Project 2061 (American Assoc. for the Advancement of Science 1993) Shaping the Future (NSF 1996) NASA Strategic Plan, Implementation Plan for Education (1999)

Higher Education faces significant changes Nation at Risk (1983) Benchmarks for Science Literacy, Project 2061 (American Assoc. for the Advancement of Science 1993) Shaping the Future (NSF 1996) NASA Strategic Plan, Implementation Plan for Education (1999) No Child Left Behind (2002)

Higher Education faces significant changes K-12 reform in science and math

Higher Education faces significant changes K-12 reform in science and math WHAT ROLE DO COLLEGES AND UNIVERSITIES PLAY?

NOVA Professional Development for Higher Education STEM Faculty

NASA Opportunities for Visionary Academics

NOVA Objectives

Disseminate NASA’s pre-service education model nationally to a diverse population of higher education institutions, addressing critical concerns for equity and geographic distribution.

NOVA Objectives Continue development of NASA’s pre-service education model aligned with NASA’s Strategic Enterprises and the national standards and benchmarks for science, mathematics and technology.

NOVA Objectives Sustain the change process by mentoring workshop participants and collaborating with NOVA partner institutions (grant recipients).

NOVA Objectives Increase the collaboration among the NOVA partner institutions by providing a forum to exchange innovative ideas for change in pre- service education.

NOVA Objectives Stimulate and conduct research on the effectiveness of NASA’s pre- service education model.

Phases of the NOVA Program

Phase I Professional Development Workshop and Proposal Development.

Phases of the NOVA Program Phase I Professional Development Workshop and Proposal Development. Phase II Research and dissemination program.

Phases of the NOVA Program Phase I Professional Development Workshop and Proposal Development. Phase II Research and dissemination program. Phase III NASA Field Center Program.

Phases of the NOVA Program Phase IV Leadership Development Conference

Phases of the NOVA Program Phase IV Leadership Development Conference Phase V Extensive evaluation

NOVA Evaluation Questions

1. What are the characteristics of the institutions, faculty, and students who matriculate in NOVA courses?

239 institutions from February 1996 to February 2003.

1. What are the characteristics of the institutions, faculty, and students who matriculate in NOVA courses? 239 institutions from February 1996 to February In 44 states, Puerto Rico, and the U.S. Virgin Islands.

1. What are the characteristics of the institutions, faculty, and students who matriculate in NOVA courses? 239 institutions from February 1996 to February In 44 states, Puerto Rico, and the U.S. Virgin Islands. 288 multidisciplinary NOVA faculty

1. What are the characteristics of the institutions, faculty, and students who matriculate in NOVA courses? 239 institutions from February 1996 to February In 44 states, Puerto Rico, and the U.S. Virgin Islands. 288 multidisciplinary NOVA faculty 154 courses; over 42,000 students.

1. What are the characteristics of the institutions, faculty, and students who matriculate in NOVA courses? 239 institutions from February 1996 to February In 44 states, Puerto Rico, and the U.S. Virgin Islands. 288 multidisciplinary NOVA faculty 154 courses; over 42,000 students. Over 25% minority institutions.

1. What are the characteristics of the institutions, faculty, and students who matriculate in NOVA courses? 239 institutions from February 1996 to February In 44 states, Puerto Rico, and the U.S. Virgin Islands. 288 multidisciplinary NOVA faculty 154 courses; over 42,000 students. Over 25% minority institutions. All Carnegie Classification institution types.

1. What are the characteristics of the institutions, faculty, and students who matriculate in NOVA courses? 239 institutions from February 1996 to February In 44 states, Puerto Rico, and the U.S. Virgin Islands. 288 multidisciplinary NOVA faculty 154 courses; over 42,000 students. Over 25% minority institutions. All Carnegie Classification institution types. NASA investment: over $6 million.

2. To what extent is the NOVA Model being disseminated and implemented by other faculty at NOVA institutions or at other institutions?

23 Phase I Workshops.

2. To what extent is the NOVA Model being disseminated and implemented by other faculty at NOVA institutions or at other institutions? 23 Phase I Workshops. Over 150 journal articles, reports, and conference presentations.

2. To what extent is the NOVA Model being disseminated and implemented by other faculty at NOVA institutions or at other institutions? 23 Phase I Workshops. Over 150 journal articles, reports, and conference presentations. Websites.

2. To what extent is the NOVA Model being disseminated and implemented by other faculty at NOVA institutions or at other institutions? 23 Phase I Workshops. Over 150 journal articles, reports, and conference presentations. Websites. Intra-institutional dissemination of research-supported best practices.

2. To what extent is the NOVA Model being disseminated and implemented by other faculty at NOVA institutions or at other institutions? 23 Phase I Workshops. Over 150 journal articles, reports, and conference presentations. Websites. Intra-institutional dissemination of research-supported best practices. Spin-off courses on NOVA model.

3. How congruent is the NOVA program with recommendations found in major reports on the preparation of teachers?

The NOVA Model for Professional development includes eight major elements aimed at changing how science and math are taught in K-12 classrooms by influencing “how” content is taught at the college level.

3. How congruent is the NOVA program with recommendations found in major reports on the preparation of teachers? 1. Continuous professional development.

3. How congruent is the NOVA program with recommendations found in major reports on the preparation of teachers? 1. Continuous professional development. 2. Sustained collaboration among interdisciplinary teams of faculty and administrators.

3. How congruent is the NOVA program with recommendations found in major reports on the preparation of teachers? 1. Continuous professional development. 2. Sustained collaboration among interdisciplinary teams of faculty and administrators. 3. Courses based on national standards for science, math, and technology.

3. How congruent is the NOVA program with recommendations found in major reports on the preparation of teachers? 1. Continuous professional development. 2. Sustained collaboration among interdisciplinary teams of faculty and administrators. 3. Courses based on national standards for science, math, and technology. 4. Courses utilize content based on NASA Strategic Enterprises.

3. How congruent is the NOVA program with recommendations found in major reports on the preparation of teachers? 5. Program improvement at NOVA institutions through ongoing research.

3. How congruent is the NOVA program with recommendations found in major reports on the preparation of teachers? 5. Program improvement at NOVA institutions through ongoing research. 6. Instructional strategies that are inquiry based and center on student interaction.

3. How congruent is the NOVA program with recommendations found in major reports on the preparation of teachers? 5. Program improvement at NOVA institutions through ongoing research. 6. Instructional strategies that are inquiry based and center on student interaction. 7. Extensive use of technology.

3. How congruent is the NOVA program with recommendations found in major reports on the preparation of teachers? 5. Program improvement at NOVA institutions through ongoing research. 6. Instructional strategies that are inquiry based and center on student interaction. 7. Extensive use of technology. 8. Collaborations among institutions in the NOVA network.

4. What are the participant reactions to the NOVA professional development model?

Reactions to the NOVA program:

4. What are the participant reactions to the NOVA professional development model? Reactions to the NOVA program: Positive.

4. What are the participant reactions to the NOVA professional development model? Reactions to the NOVA program: Positive. Useful workshops.

4. What are the participant reactions to the NOVA professional development model? Reactions to the NOVA program: Positive Useful workshops NOVA course online modules has been considered time well-spent in professional development.

4. What are the participant reactions to the NOVA professional development model? The change process for NOVA faculty:

4. What are the participant reactions to the NOVA professional development model? The change process for NOVA faculty: Commitment to the project.

4. What are the participant reactions to the NOVA professional development model? The change process for NOVA faculty: Commitment to the project. Belief in the model.

4. What are the participant reactions to the NOVA professional development model? The change process for NOVA faculty: Commitment to the project. Belief in the model. The use of NASA resources.

4. What are the participant reactions to the NOVA professional development model? The change process for NOVA faculty: Commitment to the project. Belief in the model. The use of NASA resources. Monetary support for innovations.

4. What are the participant reactions to the NOVA professional development model? The change process for NOVA faculty: Commitment to the project. Belief in the model. The use of NASA resources. Monetary support for innovations. Introduce innovative teaching and interdisciplinary courses to faculty.

4. What are the participant reactions to the NOVA professional development model? The change process for NOVA faculty: Inspiration that came from changes in state education requirements and/or content standards.

4. What are the participant reactions to the NOVA professional development model? The change process for NOVA faculty: Inspiration that came from changes in state education requirements and/or content standards. Team of teachers attend a Phase I NOVA workshop.

4. What are the participant reactions to the NOVA professional development model? The change process for NOVA faculty: Inspiration that came from changes in state education requirements and/or content standards. Team of teachers attend a Phase I NOVA workshop. Staff development.

5. How has the implementation of the NOVA Model impacted the collaborative work and organizational climate of science, mathematics, engineering, and education faculties?

NOVA model enhanced collaboration between STEM departments and colleges of education.

5. How has the implementation of the NOVA Model impacted the collaborative work and organizational climate of science, mathematics, engineering, and education faculties? NOVA model enhanced collaboration between STEM departments and colleges of education. Team approach found essential to innovative development.

5. How has the implementation of the NOVA Model impacted the collaborative work and organizational climate of science, mathematics, engineering, and education faculties? NOVA model enhanced collaboration between STEM departments and colleges of education. Team approach found essential to innovative development. Collaboration continued into other funding endeavors, new programs, and professional dissemination.

5. How has the implementation of the NOVA Model impacted the collaborative work and organizational climate of science, mathematics, engineering, and education faculties? NOVA model enhanced collaboration between STEM departments and colleges of education. Team approach found essential to innovative development. Collaboration continued into other funding endeavors, new programs, and professional dissemination. Involvement in NOVA Network facilitated problem resolution.

6. What new and modified courses are being offered as a result of NOVA?

154 courses were developed and offered at 88 NOVA institutions in the topic areas of : Biology Life science Life in space Environmental science

6. What new and modified courses are being offered as a result of NOVA? 154 courses were developed and offered at 88 NOVA institutions in the topic areas of : Biology Life science Life in space Environmental science Majority of courses at the freshman or sophomore entry level.

7. To what extent does the NOVA course content integrate data and information that are unique to NASA, its fundamental questions, and its Enterprises?

Most NOVA professional development was held at and utilized NASA Field Centers.

7. To what extent does the NOVA course content integrate data and information that are unique to NASA, its fundamental questions, and its Enterprises? Most NOVA professional development was held at and utilized NASA Field Centers. NOVA courses include use of NASA information and data/materials aligned with the NSES, NCTM, and ISTE.

7. To what extent does the NOVA course content integrate data and information that are unique to NASA, its fundamental questions, and its Enterprises? Most NOVA professional development was held at and utilized NASA Field Centers. NOVA courses include use of NASA information and data/materials aligned with the NSES, NCTM, and ISTE. Many NOVA courses have multiple connections to the NASA Strategic Enterprises.

8. What aspects of the NOVA professional development model are effective in creating and sustaining intended faculty knowledge and skills for reform action to take place?

Continuous faculty interaction.

8. What aspects of the NOVA professional development model are effective in creating and sustaining intended faculty knowledge and skills for reform action to take place? Continuous faculty interaction. Administrative support.

8. What aspects of the NOVA professional development model are effective in creating and sustaining intended faculty knowledge and skills for reform action to take place? Continuous faculty interaction. Administrative support. Sense of common purpose and trust.

8. What aspects of the NOVA professional development model are effective in creating and sustaining intended faculty knowledge and skills for reform action to take place? Continuous faculty interaction. Administrative support. Sense of common purpose and trust. Key factor: teams.

8. What aspects of the NOVA professional development model are effective in creating and sustaining intended faculty knowledge and skills for reform action to take place? Continuous faculty interaction. Administrative support. Sense of common purpose and trust. Key factor: teams. Action research component supports significant change in faculty practices.

9. What aspects of professional development affect course disciplinary content, classroom pedagogy, and specific disciplinary pedagogy related to student learning outcomes?

Significant improvement in science and math content knowledge, process skills, and attitudes toward subject matter.

9. What aspects of professional development affect course disciplinary content, classroom pedagogy, and specific disciplinary pedagogy related to student learning outcomes? Significant improvement in science and math content knowledge, process skills, and attitudes toward subject matter. Movement away from traditional lecture and memorization approaches.

9. What aspects of professional development affect course disciplinary content, classroom pedagogy, and specific disciplinary pedagogy related to student learning outcomes? Significant improvement in science and math content knowledge, process skills, and attitudes toward subject matter. Movement away from traditional lecture and memorization approaches. Focus on inquiry approach, interactive, student-centered methods. NOVA instructors “modeled how to teach.”

9. What aspects of professional development affect course disciplinary content, classroom pedagogy, and specific disciplinary pedagogy related to student learning outcomes? Significant improvement in science and math content knowledge, process skills, and attitudes toward subject matter. Movement away from traditional lecture and memorization approaches. Focus on inquiry approach, interactive, student-centered methods. NOVA instructors “modeled how to teach.” Instructors need ability to “make science come to life,” relevant to real world.

10. Does scientific and mathematics literacy among students increase as a result of the faculty change through NOVA?

Students experienced science and math as a process rather than being told about content.

10. Does scientific and mathematics literacy among students increase as a result of the faculty change through NOVA? Students experienced science and math as a process rather than being told about content. Achievement improvement in understanding related to national standards.

10. Does scientific and mathematics literacy among students increase as a result of the faculty change through NOVA? Students experienced science and math as a process rather than being told about content. Achievement improvement in understanding related to national standards. Female and minority interest in NOVA courses increased.

10. Does scientific and mathematics literacy among students increase as a result of the faculty change through NOVA? Students experienced science and math as a process rather than being told about content. Achievement improvement in understanding related to national standards. Female and minority interest in NOVA courses increased. Student success in science and math- related tasks and careers.