National Study of Education in Undergraduate Science: 2006-2012 – What Was Learned Dennis Sunal, Cynthia Szymanski Sunal, Erika Steele, Donna Turner The.

Slides:



Advertisements
Similar presentations
Title I Directors Conference Sept 2007 Carol Diedrichsen Gwen Pollock Surveys of the Enacted Curriculum for English.
Advertisements

National Study of Education in Undergraduate Science: What Was Learned Cheryl L. Mason, Ph.D. San Diego State University Dennis W. Sunal, Ph.D.
The Common Core State Standards: Opportunities and Challenges for the Mathematical Education of Teachers.
Bridging Research, Information and Culture An Initiative of the Research and Planning Group for California Community Colleges Your Name Your Institution.
1 Lodi Unified School District Monitoring and Accountability A District Program Improvement Update Board of Education Study Session August 19, 2008.
 Reading School Committee January 23,
Jeff C. Marshall, PhD Clemson University ASTE Paper Presentation January, 2011.
The Impact of Immersion in a Local Research Problem on Technology Skills and Use CENTRAL WASHINGTON UNIVERSITY PREPARING TOMORROW’S TEACHERS TO USE TECHNOLOGY.
Unit Assessment Plan Weber State University’s Teacher Preparation Program.
A Mathematics Specialist Program: Its Structure and Impact on Practicing Elementary Teachers Nadine Bezuk & Susan Nickerson.
Ed.S/Ed.D in Special Education Course Update and Revision *Change in Program Submitted by: Leena Her, Program Coordinator of Ed.S/Ed.D in SPED Revision.
Milwaukee Math Partnership Year 1 External Evaluation Lizanne DeStefano, Director Dean Grosshandler, Project Coordinator University of Illinois at Urbana-Champaign.
This work was supported in part by MSP grant # through the National Science Foundation. Opinions expressed are those of the authors and not necessarily.
CENTER FOR THE INTEGRATION OF RESEARCH, TEACHING, AND LEARNING A national network of 25 research universities committed to using graduate education to.
1 Classroom-Based Research: How to Be a Researcher in Your Classroom Basic Skills Initiative Teaching and Learning Workshop October 2009 Darla M. Cooper.
Teacher Professional Development Programs in Grades 3-8: Promoting Teachers’ and Students’ Content Knowledge in Science and Engineering Beth McGrath &
C R E S S T / U C L A Evaluating the Impact of the Interactive Multimedia Exercises (IMMEX) Program: Measuring the Impact of Problem-Solving Assessment.
 Description  The unit has a conceptual framework that defines how our programs prepare candidates to be well-rounded educators. Every course in the.
Joanna O. Masingila Dana Olanoff Dennis Kwaka.  Grew out of 2010 AMTE symposium session about preparing instructors to teach mathematics content courses.
By Erika Steele, Donna Turner, Dennis Sunal, and Cynthia Sunal Comparing Faculty Perceptions of their teaching with classroom observations Supported by.
Professional development for mainstream teachers of ELLs: Project GLAD ® and Beyond Theresa Deussen March 10, 2014.
Asynchronous Discussions and Assessment in Online Learning Vonderwell, S., Liang, X., & Alderman, K. (2007). Asynchronous Discussions and Assessment in.
Writing Across the Curriculum (WAC) at Sojourner Douglass College Faculty and Staff Session One Saturday, November 9, 2013.
Louisiana Math & Science Teacher Institute (LaMSTI) Overview of External Evaluation and Development of Self-Report Measures of Instructional Leadership.
Contributions of Contextual Teaching to Improved Student Learning Richard L. Lynch, PI University of Georgia (706)
Developing teachers’ mathematics knowledge for teaching Challenges in the implementation and sustainability of a new MSP Dr. Tara Stevens Department of.
Theme Numeracy, Scientific Reasoning and Inquiry.
Reformed Undergraduate Science Courses: A Nationwide Research Project Investigating the Impact on pK-6 Teachers Association for Science Teacher Education.
Inquiry-based Learning and Digital Libraries in Undergraduate Science Education Xornam Apedoe Learning & Instruction University of San Francisco November.
Learning to Teach Elementary Science: From Preservice to Induction Change Associated with Readiness, Education, & Efficacy in Reform Science Dr. Betty.
ASSESSING CANDIDATE PERFORMANCE William Sharpton Richard Hall University of New Orleans Project Directors’ Meeting July 2007.
Evaluating the Vermont Mathematics Initiative (VMI) in a Value Added Context H. ‘Bud’ Meyers, Ph.D. College of Education and Social Services University.
Reaching for Excellence in Middle and High School Science Teaching Partnership Cooperative Partners Tennessee Department of Education College of Arts and.
Establishing a Culture of Mathematics Learning in Urban Schools Syracuse City School District / Syracuse University Partnership Beyond Access to Math Achievement.
Assessing General Education Workshop for College of the Redwoods Fred Trapp August 18, 2008.
NOVA Evaluation Report NOVA Evaluation Report
Differential Effects of Participatory Evaluation in a National Multi-site Program Evaluation Frances Lawrenz University of Minnesota.
Dennis Sunal, Cynthia Sunal, Cheryl Sundberg, Glenda Ogletree, & Erika Steele The University of Alabama Cheryl L. Mason & Corrine Lardy San Diego State.
K-12 Mathematics in Rapid City Longitudinal Findings from Project PRIME Ben Sayler & Susie Roth November 5, 2009.
U.S. Department of Education Mathematics and Science Partnerships: FY 2005 Summary.
Mathematics and Science Partnerships: Summary of the Performance Period 2008 Annual Reports U.S. Department of Education.
Corinne H. Lardy Cheryl L. Mason San Diego State University The Association for Science Teacher Education (ASTE) January 14-16, 2010 Sacramento, California.
Mathematical Preparation and Development of Teachers at the University of Wisconsin-Milwaukee DeAnn Huinker, Mathematics Education Kevin McLeod, Mathematics.
1 Milwaukee Mathematics Partnership Program Evaluation Year 5 Results Carl Hanssen Hanssen Consulting, LLC Cindy Walker University of Wisconsin-Milwaukee.
WORKING TOGETHER TO IMPROVE SCIENCE EDUCATION PRESENTED BY GIBSON & ASSOCIATES A CALIFORNIA MATH AND SCIENCE PARTNERSHIP RESEARCH GRANT WISE II Evaluation.
1 What Are We Doing Here Anyway? Vision for our Work: Effective Science Learning Experiences Dave Weaver RMC Research Corp.
PEDAGOGICAL LEARNING BICYCLE Assessing Pedagogical Content Knowledge of Future Elementary Teachers CONCLUSIONS CONCLUSIONS PCK of future elementary teachers.
Columbia University School of Engineering and Applied Science Review and Planning Process Fall 1998.
NOVA Evaluation Report Presented by: Dr. Dennis Sunal.
A COLLABORATION AMONG: CU-College of Health, Education & Human Development Greenville County School District CU-International Center for Automotive Research.
NCATE STANDARD I STATUS REPORT  Hyacinth E. Findlay  March 1, 2007.
Mathematics and Science Partnerships: Summary of the Performance Period 2008 Annual Reports U.S. Department of Education.
NOVA Evaluation Report Presented by: Dr. Dennis Sunal.
Acknowledgements The work represented in this poster is based upon work supported by the National Science Foundation under Grant No DUE Any opinions,
MSP Program Evaluation Carol L. Fletcher, Ph.D. TRC Project Director Meetings 1/27/09 and 2/5/09 Carol L. Fletcher, Ph.D. TRC Project Director Meetings.
Assessing the Impact of the Interactive Learning Space Initiative on Faculty Morale and Student Achievement Ball State University 2015 Spring Assessment.
Pathways Project Evaluation Objective #1: To change classroom pedagogy and improve the ability of faculty to effectively integrate Internet-based tools.
Fostering Sustained Impact: Lessons Learned from Geoscience Faculty Workshops Ellen Roscoe Iverson, Cathryn A. Manduca, Science Education Resource Center,
Evidence… Policy Institutional Support and Facilitation Need to Change Learning and Implementing New Practices Facilitating the Learning and Implementation.
Evaluation Results MRI’s Evaluation Activities: Surveys Teacher Beliefs and Practices (pre/post) Annual Participant Questionnaire Data Collection.
Principal Investigator: Dr. Ann Robinson Project Director: Ms. Kristy Kidd Evaluator: Dr. Jill Adelson In collaboration with: Museum of Science, Boston.
EVALUATING A MIDDLE SCHOOL MATH M.ED. PROFESSIONAL DEVELOPMENT PROGRAM. Knowledge, Pedagogy, Practice or Student Achievement:
MSP Summary of First Year Annual Report FY 2004 Projects.
“An Impact School Partnership”
Preliminary Data Analyses
Evaluation of An Urban Natural Science Initiative
Initial Findings about Graduate Teaching Assistants’ Training Needs to Foster Active Learning in Statistics Kristen E. Roland and Jennifer J. Kaplan.
Measuring Teaching Practices
Understanding a Skills-Based Approach
PRESENTATION TITLE Faculty Enhancement and Instructional Development (FEID) Proposal Support Sharon Seidman, Ph.D. (HHD) and Erica Bowers, Ed.D. (Director,
Presentation transcript:

National Study of Education in Undergraduate Science: – What Was Learned Dennis Sunal, Cynthia Szymanski Sunal, Erika Steele, Donna Turner The University of Alabama Cheryl Mason, Corinne Lardy San Diego State University Dean Zollman, Kansas State University Mojgan Matloob-Haghanikar, Winona State University Sytil Murphy Shepherd College

The National Study of Education in Undergraduate Science (NSEUS) Multiyear national study goal: investigate the impact of undergraduate course reform on Student short-term learning outcomes for all majors Student long term outcomes of a specific major - inservice elementary teachers of science. Research Question: How do undergraduate entry-level science courses, differing in level of reform, affect student learning outcomes?

Research Sub-Questions Does faculty professional development change undergraduate science faculty teaching practice? How do science teaching/learning course characteristics differ between courses? How do these differences relate to the learning outcomes of undergraduate students? How do the differing levels of course reform relate to the short term learning outcomes of undergraduate students and long term outcomes for graduated in-service K-6 teachers in their own school classrooms?

NSEUS Research Model

NSEUS National Study Sample Description of Institutions (Study Sample N=20) 62% MA 26% Research 12% other 26% Minority

Data Collection Faculty, undergraduate students, and in-service teachers Multiple site visits with university campus and elementary classroom observations Content analysis of course materials Student ratings of classroom environment, attitudes toward science, efficacy, and science achievement outcome measures Interviews and focus groups with faculty, students and graduated in-service teachers

Research Model Comparisons

Comparison Set 1

Summary Findings Comparison Set 1: Pre-Post Faculty Professional Development Course Descriptions Analysis of NOVA funding proposals found differences in five overarching elements (themes) in course descriptions that differed pre-post Learning environment Course structure Pedagogical content knowledge Collaboration Beliefs about teaching, and student learning

Comparison Set 2

Summary Findings Comparison Set 2: National Survey of NOVA Population (N=103) of Reformed Courses Courses, once reformed, continued to be offered long term. Reform clones within and outside of department in ½ of institutions Collaborative (tenacious) teams played vital role in developing and sustaining reformed courses Common characteristics in the courses were related to national science standards. Inquiry-based instructional methods and learning goals dominated course descriptions

Comparison Set 3

Summary Findings Comparison Set 3 Students experiencing higher levels of reform in their undergraduate science course; rated and described their classroom learning environment significantly higher had higher achievement on the SCA content test demonstrated higher level thinking demonstrated lower levels of misconceptions about the science concept(s) tested demonstrated attitudes towards science that did not differ between courses.

Comparison Set 4

Summary Findings Comparison Set 4 The of level of reform experienced on teaching performance is complex. Elementary teachers who had experienced higher levels of reform differed in their observed teaching of science in elementary classrooms only in specific settings. differed in their science pedagogical content knowledge. Reform course graduates exhibited greater o depth of science content knowledge on the concepts taught; o knowledge of how students think about science and modify teaching to match students’ learning needs; o knowledge of science pedagogy.

Research Model Comparisons

NSEUS Study Answered These Questions What is an effective reform course? What elements are effective in science course reform? What is inquiry teaching at the undergraduate level? How many reform elements do you have to implement at the undergraduate level to show better than average achievement gain? What PCK is needed for faculty to be effective in undergraduate classes? What quality of reform element application is needed at the undergraduate level to show better than average achievement gain?

Conclusions  Reformed science courses have significantly higher positive classroom learning environments.  Reformed course faculty are more likely to engage students using inquiry with a higher level of PCK.  Collaborative faculty teams develop and sustain course reform over time.  Successful reform ideas are adopted by other faculty.

Conclusions (cont.)  Students experiencing higher levels of reform had higher science achievement and demonstrated higher level thinking.  Undergraduate students’ ideas about the nature and process of science differed among individuals but not classes.  Graduates of reform courses used a higher level of science PCK in teaching science in elementary schools.

What We Learned The Research Model supports the effectiveness of the reform process studied leading to positive student learning outcomes. It forms a model or theory of undergraduate course reform. Reform efforts are sustainable with dedicated collaborative faculty & administrative support. A significantly high level of reform both in quality and quantity is required to observe greater than expected gains in student outcomes. Faculty professional development activities that reflect reform profoundly affect the short and long term learning outcomes undergraduate students. Undergraduate science course experiences (context) affect how students understand science on both affective and cognitive levels.

__________________________________________________________________ Work on the research project was supported by a grant from the National Science Foundation, ESI , titled Undergraduate Science Course Reform Serving Pre-service Teachers: Evaluation of a Faculty Professional Development Model. The opinions expressed in this paper are those of the authors and do not necessarily reflect those of the Foundation. Correspondence should be sent to: Dennis Sunal, __________________________________________________________________ Cheryl Mason San Diego State University Dennis Sunal and Cynthia Sunal Dean Zollman Kansas State University TPC