1. EGS Research & Consulting Evaluation Activities 2002-03 and 2003-04 Intermediate Impact Measures Impact Survey Long-Term Impact Measures Year 3 Survey

2. EGS Research & Consulting Intermediate Impact Measures Areas Addressed Increased collaboration Ideas and material sharing and dissemination Outreach to mathematics faculty Common language of problems Research

3. EGS Research & Consulting Intermediate Impact Measures Collaboration among mathematics teacher educators within and across colleges/universities Increased collaboration between mathematics education faculty and mathematics faculty Use of problems presented at the 2002 preservice conference in classes Material sharing with mathematics faculty and increased interest on their part in materials developed by the FIPSE project

4. EGS Research & Consulting Intermediate Impact Measures (cont.) Outreach to mathematics faculty about the importance of mathematics teacher preparation and the standards Creation of a common language of problems Motivating faculty to conduct research on mathematics teacher preparation standards Preparation of theses or research papers on topics related to the mathematics teacher preparation and the standards.

5. EGS Research & Consulting Impact Survey Survey was conducted in May-June 2003 11 Advisory Board members responded All respondents indicated that project has had an impact on them Area of greatest impact: increased collaboration with other math education faculty and with math faculty both within and across institutions (73-82%)

6. EGS Research & Consulting Impact Survey (cont.) Dissemination and sharing of ideas and materials (55-64 %) Outreach to mathematics faculty about importance of mathematics teacher preparation and standards (46%) Worked with other project members to create a common language of problems (46%) Used problems created for project in own classes (46%) Conducted research on related topic (18%)

7. EGS Research & Consulting Long-Term Impact Overarching Questions (A) What should be the impact of the project? (B) How should the impact be manifested? (C) What institutional, curricular, and practice changes should take place as a result of the project?

8. EGS Research & Consulting Long-Term Impact Measures Course and program redesign Growth in the number of college students taking math teacher preparation courses Improved performance of preservice teachers on ExCET and TExES Increase in number of teacher preparation programs using the voluntary guidelines

9. EGS Research & Consulting Long-Term Impact Measures (cont.) Increased quality and consistency in teacher preparation programs across the state Increased collaboration between and among universities and between universities and community colleges in mathematics teacher preparation Changes in faculty reward structure giving greater recognition to mathematics teacher preparation activities

10. EGS Research & Consulting Long-Term Impact Measures (cont.) Changes in perceptions of mathematics faculty of the value of mathematics teacher preparation Adaptability of the voluntary guidelines concept in other subject areas (i.e. scalability)

11. EGS Research & Consulting Time to Refine Impact Measures What impact should we expect to see by Spring/Summer 2004 (year 3) Institutional impact measures Curricular/Program impact measures Practice-related impact measures