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Genigraphics® has been producing output from PowerPoint® longer than anyone in the industry; dating back to when we helped Microsoft® design the PowerPoint® software. US and Canada: 1-800-790-4001 Email: info@genigraphics.com [This sidebar area does not print.] Stemming the Diffusion of Responsibility: A Longitudinal Case Study of America’s Chemistry Teachers Gregory T. Rushton 1, H. Gene Ray 2, Andrew Dewar 2, Brett A. Criswell 3, S. Justin Polizzi 2, Habib Ntwoku 2 1 Department of Chemistry, SUNY Stony Brook, NY 11794 2 Kennesaw State University, Kennesaw GA 30144 3 University of Kentucky, Lexington KY 40506 Gregory T. Rushton, Ph.D. Department of Chemistry Stony Brook University Email: gregory.rushton@stonybrook.edu Contact Information Selected References National initiatives to expand the aggregate science, technology, engineering, and math (STEM) workforce reflect America’s goals to increase global competitiveness. However, the aggregation of STEM stakeholders may elicit a diffusion of responsibility because individuals assume others are already acting. Here, we perform a longitudinal case study of U.S. public school chemistry teachers to illustrate a diffusion of responsibility within the STEM community regarding who is responsible for the teacher workforce. Utilizing the 1987–2007 Schools and Staffing Survey (SASS) data, we determine how chemistry teacher demographics compare to other disciplines. Our results suggest that the aggregate success of STEM education initiatives may mask the need for discipline- specific reform. We describe reforms in the context of boundary objects and discuss implications for policy decisions as boundary crossings. Abstract Selected Results NSF Award # DUE-1035451 ACS Education Division KSU College of Science and Mathematics and the Graduate School Acknowledgements Future Directions Rationale and Research Questions Race, Gender and Experience (Top)Chemistry is generally taught as a teacher’s main assignment (Bottom) But by teachers without at least a bachelor’s degree in chemistry Over time, older, more experienced teachers are replace by less experienced ones And the proportion of 2 nd career teachers has risen in all age groups What policy positions should we take as a community of professional chemists and researchers regarding K-12 education? What is the path forward towards realizing that vision? Policy Implications Between 1987 and 2007 for public HS chemistry teachers in the US: 1.What are the trends in the composition of the chemistry teaching workforce compared to those of other teacher groups? 2.What proportion of those who teach chemistry do so as their main assignment? What other subjects do chemistry teachers teach? 3.To what extent have chemistry teachers earned chemistry degrees at any level? What other backgrounds do chemistry teachers have? 4.To what extent has the racial and gender profile of chemistry teachers changed over time? 5.To what extent have chemistry teachers’ age and years of experience distributions changed over time? Hill, J.G. (2011). Education and Certification Qualifications of Departmentalized Public High School-Level Teachers of Core Subjects: Evidence From the 2007–08 Schools and Staffing Survey. Technical Report NCES 2011- 317. Washington, DC: U.S. Department of Education, National Center for Education Statistics. Hobbs, Linda. (2013). Teaching 'out-of-field' as a boundary-crossing event: Factors shaping teacher identity. International Journal of Science and Mathematics Education, 11(2), 271-297. doi: 10.1007/s10763-012-9333-4 Ingersoll, R. M., & Merrill, L. (2010). Who's Teaching Our Children? Educational Leadership, 67(8), 14-20. Ingersoll, R. M., & Perda, D. (2010). Is the Supply of Mathematics and Science Teachers Sufficient? American Educational Research Journal, 47(3), 563-594. doi: Doi 10.3102/0002831210370711 Ingersoll, Richard. (2003). Out-of-field teaching and the limits of teacher policy. GSE Publications, 143. Ingersoll, Richard M. (2002). Out-of-field teaching, educational inequality, and the organization of schools: An exploratory analysis. Center for the Study of Teaching and Policy, University of Washington. Ingersoll, Richard M, & Gruber, Kerry. (1996). Out-of-Field Teaching and Educational Equality. Statistical Analysis Report: ERIC. Kaufman, S., Huang, H. (1993). 1990-91 Schools and Staffing Survey: Sample Design and Estimation. Technical Report NCES 93-449. Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement. National Center for Education Statistics. Lander, E. S., & Gates Jr, S. J. (2010). Prepare and Inspire. Science, 330(6001), 151-151. NationalResearchCouncil. (2010). Rising above the gathering storm, revisited: Rapidly approaching Category 5. Washington, DC: National Research Council. NationalScienceBoard. (2012). Science and Engineering Indicators 2012. Arlington, VA: National Science Foundation. SASS Questionaires. (2013). from http://nces.ed.gov/surveys/sass/question0708.asphttp://nces.ed.gov/surveys/sass/question0708.asp Akkerman, Sanne F., & Bakker, Arthur. (2011). Boundary Crossing and Boundary Objects. Review of Educational Research, 81(2), 132-169. doi: 10.3102/0034654311404435 Aritomi, P., & Coopersmith, J. (2009). Characteristics of Public School Districts in the United States: Results From the 2007-08 Schools and Staffing Survey. Washington, DC: U.S. Department of Education, National Center for Education Statistics, Institute of Education Sciences. Banyard, Victoria L., Plante, Elizabethe G., & Moynihan, Mary M. (2004). Bystander education: Bringing a broader community perspective to sexual violence prevention. Journal of Community Psychology, 32(1), 61- 79. doi: 10.1002/jcop.10078 Bickman, Leonard. (1972). Social influence and diffusion of responsibility in an emergency. Journal of Experimental Social Psychology, 8(5), 438-445. doi: http://dx.doi.org/10.1016/0022-1031(72)90069-8http://dx.doi.org/10.1016/0022-1031(72)90069-8 Clotfelter, Charles T., Ladd, Helen F., & Vigdor, Jacob L. (2010). Teacher Credentials and Student Achievement in High School. Journal of Human Resources, 45(3), 655-681. Darley, John M., & Latane, Bibb. (1968). Bystander intervention in emergencies: Diffusion of responsibility. Journal of Personality and Social Psychology, 8(4, Pt.1), 377-383. doi: 10.1037/h0025589 Diffusion of responsibility. (2013). Retrieved May 7, 2013, from http://en.wikipedia.org/wiki/Diffusion_of_responsibilityhttp://en.wikipedia.org/wiki/Diffusion_of_responsibility Dippo, C. S., Fay, R. E., Morganstein, D. H. (1984). Computing Variances from Complex Samples with Replicate Weights. American Statistical Association Proceedings of the Section on Survey Research Methods, 489– 494. Goldhaber, D., & Brewer, D. (1997). Evaluating the Effect of Teacher Degree Level on Educational Performance. Technical Report NCES 97-535. In W. Fowler (Ed.), Developments in School Finance, 1996. (pp. 199-208). Washington, DC: US Department of Education, National Center for Educational Statistics. Goldhaber, D., & Brewer, D. (1999). Teacher Licensing and Student Acheivement. In M. Kanstoroom & J. Finn, C.E. (Eds.), Better Teachers, Better Schools (pp. 83-102). Washington, DC: Thomas B. Fordham Foundation. Goldhaber, D., & Brewer, D. (2000). Does Teacher Certification Matter? High School Teacher Certification Status and Student Achievement. Educational Evaluation & Policy Analysis, 22(2), 129-145. ] Study longitudinal, geographical distributions of teacher demographics to inform local and state policy Capable teachers educate students Students are well prepared coming into college Students receive a quality secondary education Students major in science and at some point decide to become teachers Students receive a quality chemistry education