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

High-Impact Low-Cost Professional Development for College STEM Faculty. Richard F. Yuretich Morton M. Sternheim University of Massachusetts Amherst. STEMTEC S cience, T echnology, E ngineering and M athematics T eacher E ducation C ollaborative.

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

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  1. High-Impact Low-Cost Professional Development for College STEM Faculty Richard F. Yuretich Morton M. Sternheim University of Massachusetts Amherst

  2. 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

  3. Recommended Pedagogy • Inquiry: research, PBL, open-ended labs • Collaborative Learning: formal or informal • Alternative Assessment: match course goals • Teaching Experiences: K12, peer tutoring

  4. Recommended Pedagogy

  5. 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

  6. Faculty Participation

  7. STEMTEC Courses

  8. The Challenge • “Institutionalizing” Curricular Changes • Maintenance of STEMTEC faculty cadre • Increasing the number of participating faculty • Promoting dissemination and publication • Reducing the age profile

  9. 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

  10. 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

  11. 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

  12. Faculty Fellows Program • Continuation of dinner seminars in Fall, 2002 • Implementation of course plans • Final portfolio • $2,500 stipend

  13. 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

  14. 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

  15. 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.

  16. Classroom Observations

  17. Student Engagement

  18. Cognitive Activity of Students

  19. 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

  20. 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

  21. 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

  22. Consultants • Peter Elbow, UMass: writing process • Nancy Brickhouse, U Delaware: science journals, style; individual help on drafts

  23. Results • Very positive response • Result: 16 people submitted a total of 13 papers to refereed journals

  24. 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

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