studying higher education change and sustainability efforts in the context of k-16 partnerships...
TRANSCRIPT
Studying Higher Education Change and Sustainability Efforts in the Context of
K-16 Partnerships
American Educational Research AssociationApril 12, 2007
Nancy Shapiro, Jennifer Frank, and Danielle SusskindUniversity System of Maryland
[A work in progress]
Emerging Context for Change in K-16 Teaching and Learning
Higher Education and K-12 Reform Issues Seamlessness Social responsibility issues
The Crisis of Competiveness and Innovation
Accountability in K-12 and Higher Education
America’s Crisis in Competitiveness
The World is Flat (Tom Friedman) Rising Above the Gathering Storm (RAGS)
10,000 Teachers/10 Million Minds 2005: 60% of 4th and 8th graders scored below proficient
in mathematics 2003: US ranked 24/40 nations in math literacy and
problem solving. Economic drivers have dramatic impact on higher
education
Accountability in K-12 and Higher Education
NCLB (2000) was a public policy response to the demand for accountability in public schools—and initiated an avalanche of controversy.
Spellings Commission report (2006) is a public policy response to the demand for accountability in higher education—what do we expect will happen?
A PK-16 Response: Why the students we have are not the students we want
Over 25% of freshmen in 4 year college do not return for sophomore year
Over 40% of freshmen in 2 year colleges do not return for sophomore year
60% of high school students say they cheat on tests 90% of high school students say they copied someone’s
homework Most spend less than 4 hours a week on homework
PK-16 Response: It takes a University to Prepare a Teacher
“Students can’t learn what they haven’t been taught and teachers can’t teach what they haven’t learned.” Teacher pipeline issues Teacher professional development issues Undergraduate education reform issues
CASHE: Holding higher ed accountable for a PK-16 response
CASHÉ: Change and Sustainability in Higher Education
A study that seeks to document sustainable change among higher education institutions involved in National Science Foundation (NSF) Math and Science Partnership (MSP) Projects. - States in which partnerships are active
- Lead institutions / Comprehensive partnership projects
- Lead institutions / Targeted partnership projects
- Lead institutions / Institute partnership projects
Math and Science Partnership ProgramNational Distribution of Partnership Activity
CASHÉ: Change and Sustainability in Higher Education
Focus Questions
1) What impact have MSPs had on campus culture, policies, and priorities among participating higher education institutions as related to the goals of MSP?
2) What body of evidence supports that changes have occurred?
3) To what extent are these developments institutionally sustainable beyond the life of these grants?
4) How can institutions of higher education, disciplinary associations, and government agencies ensure that the best of these changes and innovations endure and become part of the campus culture?
Synthesis of Research Methods to Date
Management Information System (MIS) Data Analysis
Project Data Analysis Site Visits, Interviews, and Focus
Groups Peer Review Process
CASHÉ: Change and Sustainability in Higher Education
Evidence Structural, cultural, attitudinal/behavior, and policy/process changes
Initial Findings Curriculum change Institutional rewards structures Role of campus leadership Faculty engagement
Next Steps Examine sustainability after MSP grant ends Consider the “it depends” conclusions Analyze how much range and variation exists between and among
institutions engaged in this work
CASHÉ: Change and Sustainability in Higher Education
What is PRISM? The Partnership for Reform in Science
and Mathematics- Georgia
Partners: University System of GA Board of Regents, GA Department of Education & four Regional Teams
CASHÉ: Change and Sustainability in Higher Education
PRISM Goals Raise expectations and achievement in science and
mathematics in K-12 schools, while closing the achievement gap
Raise student achievement in science and mathematics in K-12 schools through increasing and sustaining the number, quality, and diversity of K-12 teachers teaching science and mathematics
Raise student achievement in science and mathematics in K-12 schools through increasing the responsiveness of higher education to the needs of K-12 schools
CASHÉ: Change and Sustainability in Higher Education
FINDINGS: Faculty Rewards and Sustainability
(PRISM Site Visit) How faculty view MSP work
Faculty service Faculty scholarship Contextually dependent
How MSP work impacts faculty Catalyst for faculty changes in their own teaching Creates and sustains personal connections
CASHÉ: Change and Sustainability in Higher Education
FINDINGS: Faculty Rewards and Sustainability
(PRISM Site Visit) Continued… How MSP work impacts institutions
Institutional leadership Institutional recognition and reward structures Departmental/Disciplinary culture Stronger relationships between COE and A&S
How MSP work builds community Collaboration versus Segmental Competition Learning Communities
CASHÉ: Change and Sustainability in Higher Education
FINDINGS: Faculty Rewards and Sustainability
(PRISM Site Visit) Continued…
How MSP work becomes sustainable Strong relationships Partnerships with community Working with Centers for Learning Positive Feedback from K-12 teachers More Generally
Programs that can be replicated K-16 work as part of merit and tenure Ask superintendents what they need IHEs need to embrace this
CASHÉ: Change and Sustainability in Higher Education
For More information
Nancy Shapiro [email protected] Jennifer Frank [email protected] Danielle Susskind [email protected] University System of Maryland
3300 Metzerott Road
Adelphi, MD 20783 K-16 Partnership for Teaching and Learning website:
http://mdk16.usmd.edu/