1. Teacher Research Experience Outcomes Jay Dubner Columbia University’s Summer Research Program for Science Teachers Conference on Teacher Research Experiences April 25, 2005 Kaye Storm Industry Initiatives for Science and Math Education

2. Summer Fellowships For Teachers: Not a New Concept Many small programs initiated over the years by universities, industry groups and STC programs. US Dept. of Energy sponsored TRAC program at 24 DOE labs in the 1980s. The SWEPT Movement (Scientific Work Experience Programs for Teachers) = attempt to initiate & unite 80+ local programs in the late 1980s and early 1990s. Acronyms SWEPT – Science Work Experience Programs for Teachers RET – Research Experience for Teachers

3. SWEPTs and RETs Largest industry-based SWEPTs: Portland, OR, Atlanta, GA and IISME (San Francisco Bay Area) began about 20 years ago. NSF funded many SWEPTs in early 1990s, then turned to funding Research Experiences for Teachers (RET) in the late 1990’s RET Network, loose affiliation of RETs, has convened working conferences 3 times. Website at http://www.retnetwork.org

4. Summer Research Program 1990-2004 161 middle and high school science teachers + 30 placed at other NYC area academic research institutions 85% public schools 56% women 46% minorities

5. “Practice What You Teach” Columbia’s Summer Research Program for Science Teachers was established in 1990 to contribute to the improvement of science achievement of students by providing middle and high school teachers with experiences in the practice of science. Teachers become members of research teams.

7. NSF Supported Fellowships EMSI, MRSEC and NSEC RET Participants 1999-2004 Environmental Molecular Sciences Institute (EMSI) 1999-2004 – 8 RETs http://www.cise.columbia.edu/emsi/ Materials Research Science and Engineering Center (MRSEC) 1999- present – 14 RETs http://www.cise.columbia.edu/mrsec/ Nanoscale Science and Engineering Center (NSEC) 2002-present – 5 RETs http://www.cise.columbia.edu/nsec/

8. Student Outcome Studies 1.Columbia’s Summer Research Program –Collected data on largest cohort of Program participants – NYC public high schools 2.SWEPT Multi-site (NSF-supported) –8 science teacher research programs from around the United States –New York, Arkansas, Georgia, Texas, Idaho, Washington State, Oregon & California

10. Comparison of SWEPT and Control Science Teachers (1) (1) Data for 32 SWEPT teachers and 32 Control teachers participating in NSF-sponsored Multi-site Study 1998 – 2002 SWEPT Teachers Comparison Teachers Undergraduate or graduate major or minor in biology, chemistry physics, earth science or math 94%87% Advanced degree63%62.5% Hours course credit beyond highest degree 34 hours54 hours Years of teaching experience7.513.2 Years of science teaching experience 6.511.8 Hours/week spent outside of class preparing for teaching 9.7 hours9.25 hours Assigned textbook covered in science course 60%59% Used textbook publisher’s tests rarely or never 68% Used textbook publisher’s tests sometimes 18%26% Used textbook publisher’s tests frequently 14%6%

11. Instruments Administered Multi-site SWEPT Study 1999-2000 Pre-program survey* Post-program survey* Mentor survey* Student Attitudinal Survey* Student Cognitive Tests –Biology, Chemistry, Algebra & Geometry * Surveys available at www.SweptStudy.org

12. Self-reported Changes in Attitudes and Classroom Practices of SWEPT and Control Teachers (Academic Year Following Program Participation) ScaleSWEPT TeachersComparison Teachers At time of entry into a SWEPT At the end of the following academic year Change At the beginning of the academic year At the end of the following academic year Change Inquiry Goals & Objectives 244250 6258232 -26 * Inquiry Student Activities 24725710249235 -14* Traditional Goals & Objectives 247256 7254 0 Traditional Student Activities 245251 6258256 -2 Teacher Efficacy 24025515247252 5 Number of teachers 58 Data obtained from 1999-2000 and 2000-2001 Pre- and Post-teaching Attitudinal Surveys of SWEPT and Comparison Teachers participating in NSF-sponsored Multi-site SWEPT study 1998-2002. * Difference in the two change scores is significant at the p<0.05 level.

13. Achievement in Science of students of SWEPT and Control Teachers ( Second Year after SWEPT participation ) Subject Test scores of students in classes of SWEPT Teachers Test scores of students in classes of Control Teachers Pre-testPost-test Pre-Post Gain Pre-testPost-test Pre-Post Gain Biology266 (235) 291 (235) 25* (235) 263 (128) 284 (128) 21* (128) Chemistry282 (122) 310 (122) 28* (122) 275 (43) 295 (43) 20* (43) * Difference in Pre-Post change scores is significant at the p<0.05 level.

14. Instruments Administered Summer Research Program 1993 – 2004 Pre-program survey Post-program survey Mentor survey Spring implementation survey

15. Findings Program has engaged teachers intellectually Provided teachers with new avenues of professional & personal growth Increased their appreciation for the process of scientific discovery Enhanced their ability to converse the excitement and vitality of science to their students and fellow educators

16. 2004 Teacher Survey Data 96% reported developing new or revised content to lessons and/or labs since participating in Columbia’s Program*. 96% reported increasing hands-on activities in their classrooms and/or new laboratory exercises in response to their experiences at Columbia. 86% reported introducing new technologies in their classroom instruction (e.g.; chromatography, pipetting, PowerPoint). 70% reported reading scientific journals more frequently. 65% reported discussing science careers and related job requirements with their students. 57% reported increased requirements for formal written reports and/or oral presentation requirements. 57% reported assuming new leadership roles/responsibilities in their school/district/region. * 233 Lesson & lab plans referencing the National Science Standards on Program’s Web site www.ScienceTeacherProgram.org

17. Impacts on Students In 1994, Columbia’s Summer Research Program began collecting quantitative student data from NYC public high schools (beginning with 1993 data) -Study Group -- Students in science classes of Program teachers (Prior to program participation through completion of two summer program) -Comparison Group -- Students in science classes of non-participating teachers from the same schools

26. Economic Impact Regents Diploma – Must pass 5 Regents including 1 Science Exam NYC spends $10,469 per public school student (1) Student takes 5 courses/year = $2,234 per course On average, each teacher will see 1,000 students for the remainder of their career 11% more passing Regents = 110 students 110 students X $2,234 = $245,740 (2005 $) (1) New York Times, December 1, 2004

27. 2005 Summer Research Program Funding Sources Braitmayer Foundation Bristol-Myers Squibb Foundation Howard Hughes Medical Institute NASA New York Space Grant National Institutes of Health National Science Foundation New York Times Company Foundation

28. Changing the World… One Teacher at a Time

29. Presented by Kaye Storm IISME Director of Special Projects, kstorm@iisme.org

30. IISME Summer Fellowship Program The oldest and largest teacher Fellowship program in the country Has awarded 1,800 Fellowships in 20 years About 10% of placements have been in university research labs

31. Assessing Impact Teacher and Mentor Evaluations Teacher Retention and Program Impact Study Tracking National Board Certification Rates of Program Alumni IISME Principal Study

32. Teacher Perceptions in August

33. Teacher Retention & Program Impact Study Study conducted in 2001 by Dr. Kathryn Sloane Weisbaum Surveyed 734 teachers who held Fellowships from 1985- 2000 100 non-respondents traced to assess whether non- respondents’ answers differed 58% return rate

34. Average Teacher Attrition Rates

35. Roles Held Past 5 Years In Addition To Teaching 43%Department Chair or School Administrator 35%Professional Development or Curriculum Development Specialist 19%Computer/Technology Specialist

36. How Did Fellowship Affect Decision to Stay in Teaching?

37. Where Did the 58 “Leavers” Go? 18 (31%) Took job in industry 13 (22%)Retired 13 (22%)Currently unemployed or self-employed 6 (10%)Went back to school 4 (7%)Took job in education-related field, religion or medicine 4 (7%)Did not report

38. National Board Certification Rates

39. Principals’ Perceptions of Fellowship Program Conducted December 2002 by Dr. Jennifer Benjamin as her Ed.D. dissertation Surveyed all public school principals whose teachers held IISME Fellowships in 2000, 2001 or 2002 80 respondents

40. Principals’ Perceptions of Fellowship Program

41. Principals Reported 66% of their teachers integrated more technology into their curriculum. 64% increased their content knowledge. 56% provided more access to career information and resources for their students. 47% assumed more leadership roles. 46% challenged themselves to a greater degree intellectually and professionally.

42. More information available on IISME’s website: www.iisme.org/SFOutcomesEvaluations.cfm