high-impact low-cost professional development for college stem faculty richard f. yuretich morton m....
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High-Impact Low-Cost Professional Development for College STEM Faculty
Richard F. Yuretich
Morton M. Sternheim
University of Massachusetts Amherst
STEMTEC Science, Technology, Engineering and Mathematics Teacher Education Collaborative
NSF CETP (Collaborative for Excellence in Teacher Preparation)
1997-2003 Change the way science and math
faculty approach teaching and learning Increase the number of science and
mathematics courses that use student-active learning and related methods
Recommended Pedagogy
Inquiry: research, PBL, open-ended labs Collaborative Learning: formal or
informal Alternative Assessment: match course
goals Teaching Experiences: K12, peer
tutoring
Recommended Pedagogy
010203040506070
Inq
uiry
Co
op
erativeL
earnin
g
Altern
ativeA
ssessmen
t
Teach
ing
Exp
eriences
Exemplary
Incorporated
Total = 71
Course Redesign Program: The Basic Model
Summer or Winter Institute + follow-up Curriculum Teams: K12 - College
Partnership 165 college faculty; 70 K12 faculty Each college participant redesigned one
course Significant financial incentive
Faculty Participation
0
50
100
150
200
250
1997 1998 1999 2000 2002
STEMTEC Fellows
Statewide K12
Statewide College
K12
College
STEMTEC Courses
0
5
10
15
20
25
Bio
log
y
Ch
emistry
Geo
log
y
Math
Ph
ysics
Oth
er
UMass
STCC
Smith
Mt. Holyoke
HCC
Hampshire
GCC
Amherst
Total =90
The Challenge
“Institutionalizing” Curricular Changes Maintenance of STEMTEC faculty cadre Increasing the number of participating
faculty Promoting dissemination and publication Reducing the age profile
STEMTEC Extended
Years 5-6 add-ons to original program Faculty Fellows program
Alternative to extensive summer workshops Paralleled successful Hewlett program at UMass
Writing retreat Modeled after OCEPT program discussed in
Pathways 2002 and TPPI 2004 conferences by Elaine Jane Cole
Faculty Fellows Program
Biweekly dinner seminars during Spring, 2002 Access to STEMTEC resources on teaching
and learning Program
assessment by STEMTEC evaluator
Preparation of individual plans for course redesign
Faculty Fellows Program
January 24: Introduction to Program & Teaching Goals
Feb. 5: Active Learning Feb. 19: Informal Cooperative Learning Mar. 5: Formal Cooperative Learning (Problem-
Based Learning) Mar. 26: Assessing your students: alternatives to
traditional tests Apr. 9: Using technology effectively Apr. 23: Critical, Higher Order, & Expert Thinking May 7: Plans for Course redesign
Faculty Fellows Program
Continuation of dinner seminars in Fall, 2002
Implementation of course plans
Final portfolio $2,500 stipend
Faculty Fellows Program
Second Semester Program
Sept 3:Syllabus Review
Sept. 17: Report from the Field (STEMTEC alumna)
Oct. 1: Formative Assessment
Oct. 15: Report from the Field (STEMTEC alumnus)
Oct. 29: Optional meeting for dinner and discussion
Nov. 12: Group 1 Reports
Nov. 26: Group 2 Reports
Dec. 10: Group 3 Reports
STEMTEC Faculty Fellows
Kim Anderson, UMass Extension Bruce Byers, UMass Biology Ljiljana Curcija, UMass Extension Molly Fitzgerald-Hayes, UMass Biochemistry Jennifer Pinkham, UMass Biochemistry Blair Perot, UMass Mechanical Engineering Grant Wilson, UMass Astronomy Jennifer Burrill, GCC Mathematics
STEMTEC Faculty Fellows
Elizabeth Conlisk, Hampshire Natural Science Jaime Davila, Hampshire Cognitive Science James Knapp, HCC Biology Judith Maggiore, HCC Mathematics Ileana Vasu, HCC Mathematics L. David Smith, Smith Biology Julianne Kinsman, STCC Mathematics Kristin Lester, Framingham Physics/Earth Sci.
Classroom Observations
ActivityCode
ActivitySTEMTECFaculty
FacultyFellows
SGD small group discussion 33.3% 43.7%TIS teacher interacts student 32.4% 53.7%LWD lecture with discussion 25.0% 22.2%L lecture/presentation 25.0% 16.7%UT utilizing technology 21.3% 20.3%HOA hands-on activity 20.4% 27.8%PM problem modeling 7.4% 16.7%D demonstration 4.6% 7.4%WW writing work 3.7% 44.4%A assessment 3.7% 13.0%CL coop learning (roles) 2.7% 24.0%
Student Engagement
EngagementLevel
% TimeSTEMTEC
% TimeFellows
High 71.3 68.5
Mixed 27.7 27.8
Low .01 .02
Cognitive Activity of Students
Cognitive Activity % Time % Time
Receipt of Knowledge 62.0% 57.4%
Application of ProceduralKnowledge
33.3% 32.0%
Knowledge Representation 30.6% 27.8%Knowledge Construction 8.3% 22.2%
Why a Writing Retreat?
K12 faculty do not have experience in writing for publication
College faculty often publish extensively in science/math research journals, but not in educational media
Everyone can use quite, secluded time to write
Elaine Jane Cole, OCEPT
Agenda
Fall dinner meeting to set context, discuss possible journals
January Sunday afternoon – Wednesday noon retreat
$1000 stipend on submission of paper to a journal
Participants
5 UMass faculty 5 faculty from 5
other colleges 6 K12 faculty 4 PI’s and staff, 1
grad student
Eastover Resort, Lenox, MA
Consultants
Peter Elbow, UMass: writing process
Nancy Brickhouse, U Delaware: science journals, style; individual help on drafts
Results
Very positive response
Result: 16 people submitted a total of 13 papers to refereed journals
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