High-Impact Low-Cost Professional Development for College STEM Faculty

Richard F. Yuretich

Morton M. Sternheim

University of Massachusetts Amherst

STEMTEC Science, Technology, Engineering and Mathematics Teacher Education Collaborative

NSF CETP (Collaborative for Excellence in Teacher Preparation)

1997-2003 Change the way science and math

faculty approach teaching and learning Increase the number of science and

mathematics courses that use student-active learning and related methods

Recommended Pedagogy

Inquiry: research, PBL, open-ended labs Collaborative Learning: formal or

informal Alternative Assessment: match course

goals Teaching Experiences: K12, peer

tutoring

Recommended Pedagogy

010203040506070

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Co

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Altern

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ing

Exp

eriences

Exemplary

Incorporated

Total = 71

Course Redesign Program: The Basic Model

Summer or Winter Institute + follow-up Curriculum Teams: K12 - College

Partnership 165 college faculty; 70 K12 faculty Each college participant redesigned one

course Significant financial incentive

Faculty Participation

0

50

100

150

200

250

1997 1998 1999 2000 2002

STEMTEC Fellows

Statewide K12

Statewide College

K12

College

STEMTEC Courses

0

5

10

15

20

25

Bio

log

y

Ch

emistry

Geo

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y

Math

Ph

ysics

Oth

er

UMass

STCC

Smith

Mt. Holyoke

HCC

Hampshire

GCC

Amherst

Total =90

The Challenge

“Institutionalizing” Curricular Changes Maintenance of STEMTEC faculty cadre Increasing the number of participating

faculty Promoting dissemination and publication Reducing the age profile

STEMTEC Extended

Years 5-6 add-ons to original program Faculty Fellows program

Alternative to extensive summer workshops Paralleled successful Hewlett program at UMass

Writing retreat Modeled after OCEPT program discussed in

Pathways 2002 and TPPI 2004 conferences by Elaine Jane Cole

Faculty Fellows Program

Biweekly dinner seminars during Spring, 2002 Access to STEMTEC resources on teaching

and learning Program

assessment by STEMTEC evaluator

Preparation of individual plans for course redesign

Faculty Fellows Program

January 24: Introduction to Program & Teaching Goals

Feb. 5: Active Learning Feb. 19: Informal Cooperative Learning Mar. 5: Formal Cooperative Learning (Problem-

Based Learning) Mar. 26: Assessing your students: alternatives to

traditional tests Apr. 9: Using technology effectively Apr. 23: Critical, Higher Order, & Expert Thinking May 7: Plans for Course redesign

Faculty Fellows Program

Continuation of dinner seminars in Fall, 2002

Implementation of course plans

Final portfolio $2,500 stipend

Faculty Fellows Program

Second Semester Program

Sept 3:Syllabus Review

Sept. 17: Report from the Field (STEMTEC alumna)

Oct. 1: Formative Assessment

Oct. 15: Report from the Field (STEMTEC alumnus)

Oct. 29: Optional meeting for dinner and discussion

Nov. 12: Group 1 Reports

Nov. 26: Group 2 Reports

Dec. 10: Group 3 Reports

STEMTEC Faculty Fellows

Kim Anderson, UMass Extension Bruce Byers, UMass Biology Ljiljana Curcija, UMass Extension Molly Fitzgerald-Hayes, UMass Biochemistry Jennifer Pinkham, UMass Biochemistry Blair Perot, UMass Mechanical Engineering Grant Wilson, UMass Astronomy Jennifer Burrill, GCC Mathematics

STEMTEC Faculty Fellows

Elizabeth Conlisk, Hampshire Natural Science Jaime Davila, Hampshire Cognitive Science James Knapp, HCC Biology Judith Maggiore, HCC Mathematics Ileana Vasu, HCC Mathematics L. David Smith, Smith Biology Julianne Kinsman, STCC Mathematics Kristin Lester, Framingham Physics/Earth Sci.

Classroom Observations

ActivityCode

ActivitySTEMTECFaculty

FacultyFellows

SGD small group discussion 33.3% 43.7%TIS teacher interacts student 32.4% 53.7%LWD lecture with discussion 25.0% 22.2%L lecture/presentation 25.0% 16.7%UT utilizing technology 21.3% 20.3%HOA hands-on activity 20.4% 27.8%PM problem modeling 7.4% 16.7%D demonstration 4.6% 7.4%WW writing work 3.7% 44.4%A assessment 3.7% 13.0%CL coop learning (roles) 2.7% 24.0%

Student Engagement

EngagementLevel

% TimeSTEMTEC

% TimeFellows

High 71.3 68.5

Mixed 27.7 27.8

Low .01 .02

Cognitive Activity of Students

Cognitive Activity % Time % Time

Receipt of Knowledge 62.0% 57.4%

Application of ProceduralKnowledge

33.3% 32.0%

Knowledge Representation 30.6% 27.8%Knowledge Construction 8.3% 22.2%

Why a Writing Retreat?

K12 faculty do not have experience in writing for publication

College faculty often publish extensively in science/math research journals, but not in educational media

Everyone can use quite, secluded time to write

Elaine Jane Cole, OCEPT

Agenda

Fall dinner meeting to set context, discuss possible journals

January Sunday afternoon – Wednesday noon retreat

$1000 stipend on submission of paper to a journal

Participants

5 UMass faculty 5 faculty from 5

other colleges 6 K12 faculty 4 PI’s and staff, 1

grad student

Eastover Resort, Lenox, MA

Consultants

Peter Elbow, UMass: writing process

Nancy Brickhouse, U Delaware: science journals, style; individual help on drafts

Results

Very positive response

Result: 16 people submitted a total of 13 papers to refereed journals

Conclusions

Informal setting stimulates participation Workshop leaders are facilitators Younger faculty are more receptive Food is a definite plus Rewards help in reaching milestones Effective way of sustaining faculty

development