1. Faculty Roles in STEM Partnerships James E. Hamos Directorate for Education & Human Resources November 2009

2. One of the principal strategies in support of NSF's goals is to foster integration of research and education through the programs, projects and activities it supports at academic and research institutions. These institutions provide abundant opportunities where individuals may concurrently assume responsibilities as researchers, educators, and students, and where all can engage in joint efforts that infuse education with the excitement of discovery and enrich research through the diversity of learning perspectives. Integration of Research and Education Grant Proposal Guide; NSF 09-29

3.   NSF-funded projects should integrate research and education by advancing discovery and understanding while at the same time promoting teaching, training, and learning; ways in which the proposed activity will broaden the participation of underrepresented groups (e.g., gender, ethnicity, disability, geographic, etc.); how the project will enhance the infrastructure for research and/or education, such as facilities, instrumentation, networks, and partnerships Why Does NSF Emphasize Research and Education?

4.   NSF’s core constituency that spans the Foundation – mathematicians, scientists and engineers   NSF programs seeks to bring their substantial intellectual engagement to issues in K-12, undergraduate and graduate education Why Does NSF Emphasize Research and Education?

5.   Pre-service teacher training   In-service teacher development and support   Curriculum and standards construction   Scholarship Areas of faculty involvement in K-12 teaching and learning

6.   Model exemplary pedagogy   “Teachers teach the way that they were taught.”   “If you want to continue to believe your instruction is as good as it can be, do not inspect it too closely.”   With increasing STEM course requirements for elementary teachers, redesign what is in the increased course load   Advocate for students to become teachers   Science and engineering as practice Pre-service teacher training

7.   Listen   Science and engineering as practice   Offer Professional Development – but it must be long-term and intentional   Create and join in induction programs; mentor new teachers   Participate in Professional Learning Communities In-service teacher development and support

8.   Participate in ongoing discussions on standards, assessment and K-16 alignment – observe movement towards national core standard   Bring together STEM teaching and learning with cognitive/learning sciences   How People Learn, Adding It Up, Taking Science to School, Learning and Understanding   Neuroscience ↔ Cognitive Neuroscience ↔ Cognitive/Learning Sciences ↔ Education Science/Engineering Curriculum and standards construction

9.   Engage in new visions of advanced courses   Advanced Placement redesign   Engineering, Computational Thinking, Energy, The Environment, Climate Change, Sustainability Curriculum and standards construction

10. The BOR values USG faculty engagement with K-12 schools. BOR Policy 8.3.15 states BOR expectation for faculty engagement with the public schools in institutions that prepare teachers. The Board expects presidents, provosts, academic vice presidents, and deans of colleges of education and arts and sciences in institutions that prepare teachers to advocate for, assess, recognize, and reward practices consistent with this policy. Faculty effort under the provisions of this policy is anticipated in teaching, scholarship, and/or service. The USG values all types of faculty scholarship, including the Scholarship of Discovery, the Scholarship of Teaching and Learning, and the Scholarship of Engagement. All faculty members are encouraged to enhance their classroom instruction by using scholarly teaching. It also is important for faculty to assist in improving teaching quality and student learning in K-12 classrooms by service to the schools. Scholarship Georgia Board of Regents Policy 8.3.15, Work in the Schools

11. Definition: The Scholarship of Teaching and Learning is the "systematic examination of issues about student learning and instructional conditions which promote the learning (i.e., building on previous scholarship and shared concerns), which is subjected to blind review by peers who represent the judgment of the profession, and, after review, is disseminated to the professional community" (Research Universities Consortium for the Advancement of the Scholarship of Teaching and Learning). Evidence of the Scholarship of Teaching and Learning:  Evidence that the faculty member’s scholarship in the schools or in the university classroom is public, peer reviewed, and critiqued  Evidence that the faculty member’s scholarship is exchanged with other members of professional communities through postings on websites, presentations to h/her department or college, presentations at professional conferences, and/or written up and published.  Evidence that the scholarship builds upon previous scholarship and shared concerns  Evidence that the scholarship contributes new questions and knowledge about teaching and learning Scholarship of Teaching and Learning

12. Definition: The Scholarship of Engagement in schools is characterized by the following:  It is to be conducted as an academic engagement with the public schools.  It is to involve the responsible application of knowledge, theory and/or conceptual framework to consequential problems.  It should test a research question or hypothesis.  One must be able to use the results to improve practice and inform further questions.  Resulting work should be available for dissemination for peer review of results. Evidence of the Scholarship of Engagement:  Evidence that the faculty member designs and implements a research agenda in at least one area of need recognized by the public schools  Evidence that the faculty member applies relevant knowledge toward resolution of the identified need  Evidence that the faculty member assesses the impact of the engagement  Evidence that the faculty member disseminates for peer review the results of the outreach Scholarship of Engagement

13. Using the Inventory of Teaching and Learning (ITAL), PRISM has studied whether or not participation in learning communities (LCs) increases K-12 teachers’ uses of varied teaching practices in science and/or mathematics classes, and if having an IHE faculty member engaged in LCs increases teachers’ uses of varied teaching practices. In a 2006 study, based on ITAL data from over 4000 STEM teachers, those who participated in PRISM LCs reported greater emphasis on standards-based teaching and learning practices than those who did not. Moreover, teachers who participated in PRISM LCs that had IHE faculty members reported greater emphasis on both inquiry-based and standards-based teaching and learning practices than participants in PRISM LCs that did not have higher education involvement. Improved Mathematics Scores – GA High School Graduation Test 2003-04 2006-07 6 PRISM Districts pass rate  the state average pass rate 11 PRISM Districts pass rate  the state average pass rate

14. 14 Enhancing Support of Transformative Research at the National Science Foundation Science progresses in two fundamental and equally valuable ways. The vast majority of scientific understanding advances incrementally, with new projects building upon the results of previous studies or testing long-standing hypotheses and theories. This progress is evolutionary—it extends or shifts prevailing paradigms over time. The vast majority of research conducted in scientific laboratories around the world fuels this form of innovative scientific progress. Less frequently, scientific understanding advances dramatically, through the application of radically different approaches or interpretations that result in the creation of new paradigms or new scientific fields. This progress is revolutionary, for it transforms science by overthrowing entrenched paradigms and generating new ones. NSB 07-32; http://www.nsf.gov/nsb/documents/2007/tr_report.pdf

15. 15 Identify 3 educational breakthroughs or educational changes that have altered/transformed the face of education.

16. 16 What educational breakthroughs would you want to see now as a result of research? What are the roles of STEM faculty in these breakthroughs?