data-driven stem curriculum adoption through inter-campus faculty groups

Edgar E. Troudt <[email protected]>Christoph Winkler, PhD <[email protected]>

CUNY IT Conference 2010John Jay College of Criminal

JusticeDecember 3rd, 2010

Us: The CUNY Institute for Virtual Enterprise

Background: The Grant Evolution

Process: Peer-Led STEM Adoption

Discussion: How will this work?

Business simulation in the classroom. Active-learning, in-class simulation

pedagogy. Online software tools, eg. bank and

virtual economy. Nation- and World-wide network of

firms for events.

Us: Us: The CUNY Institute for Virtual The CUNY Institute for Virtual EnterpriseEnterprise

Us: Us: The CUNY Institute for Virtual The CUNY Institute for Virtual EnterpriseEnterprise

Working with National Science Foundation (NSF), Advanced Technician Education (ATE) Program (Division of Undergraduate Education – DUE)

Planning Grant NSF/DUE-0501711 “VEIT: An Integrated Vehicle for Technology

Education Reform” (09/2005 – 08/2007; $149,000)

Background: Background: The Grant EvolutionThe Grant Evolution

Implementation Grant NSF/DUE-0802365 “Enhancing Soft and Entrepreneurial Skills Training

for Two-Year College Technicians Using a Contextualized Business Simulation Program” (09/2008 – 08/2011; $749,217)

vexy -- a STEM-based Virtual Enterprise (VE) vexy-Careers: breadth of careers in industry. vexy-Capstone: Entrepreneurial venture

with novel product or service.


Standalone Course: its own course.Add-on: simulation is added as a

component of an existing course by adding additional contact hours.

Infused: similar to Embedded course, without adding additional contact hours.

Summer/Winter Institute: the simulation is used without lecture content in a condensed 4 week experience, between regular semesters.


Co-teaching: An instructor undergoes some training, and then teaches a class alongside a seasoned VE instructor.

On-Going Discussion: Project Team meets with the instructor on a regular basis to assist with the adoption of a curriculum.

"Ramp-Up": Integrate elements of the STEM-VE package into course, commensurate with their level of comfort. ”Dosage" of simulation is eventually increased.


(1) Micro-grants (2) Content Development

(3a) ATE Centers engage in national dissemination and contract KCC for support. Centers request additional

content areas.

(3b) Individual colleges contract with Kingsborough

for faculty development.


(1) Micro-grants or release time for concept papers and investigation of feasibility.

(2) Content Development Grant for training-content R&D (Or, other Federal sources: NIH, NEA, etc.)

(3) Capacity BuildingGrant for equipment and staffing

for training limited amount of students.

(4) Enrollment of certificate students in degree programs and adoption of training

programs by Continuing Education.

(5) Investment by College in faculty

creativity and future Economic

Development programs.


Round 1 (2009): Focused merely on Economic Dashboard.

Round 2 (Early 2010): Added Peer Communities

Round 3 (Late 2010): Augmented Peer Communities with mentoring process and community of implementers.

Process: Process: Peer-Led STEM AdoptionPeer-Led STEM Adoption

Round 1

CurrentCurricular Offerings

[Step 3]

Adopter InstitutionStep 1: Community College with limited development resources

and limited experience with NSF expresses interest.

Dashboard ReportSteps 2-4: Prepare

econometric & academic “snapshot” of region with gap

analysis for STEM areas.

Workforce Forecastingfrom EMSI Data [St. 2]

Curricular Suggestionsfrom Centers, ATECentral, CCLI, and NSDL [Step 4]

CEWD Project Team

Local Faculty Training

Selection & AdoptionStep 6: Faculty “Champions” identify target curricula and are paired with

content experts. The curricula is customized and brought to the

College’s Curriculum Committee for approval.

Evaluation & Best Practices

Best PracticesStep 7: The implementation process is

documented and best practices are shared with the content developers.

Sustainability Plan

Sustainability PlanStep 8: Institution is

connected with workforce and other funding sources

to grow both the local workforce and the depth

of the program.

ATE Central NSDLContent Expert

from anATE Center

Academic Community SupportStep 5: Faculty from the identified STEM areas are recruited, given an orientation

on adoption strategies and connected with a community of adopters.

Faculty “Champions”

Adoption Plan

Community of Adopters

Round 2


[Step 3]





analysis for STEM offerings.



CEWD Project Team


Selection & AdoptionStep 6: Faculty “champions” identify

target curricula. Project team pairs them with content experts. Faculty member leads the curricular customization; the

process is overseen by the project team. It culminates with an action from the curriculum committee, if necessary.


Evaluation & Best PracticesStep 7: CASE performs summative evaluation of the implementation process (formative evaluation has been ongoing). Best practices are documented and

shared with the content developers.

Sustainability Plan

Sustainability PlanStep 8: Project team

connects institution with workforce and other

funding sources to grow both the local workforce

and the depth of the program.


from anATE Center

Academic Community SupportStep 5: Project team recruits faculty from the

identified STEM areas, gives an orientation about the offerings gap and the mentored

process. Faculty are connected with a community of adopters to explore possible

participation.


Adoption Plan

Peer-Led Community of Adopters

Round 3(Current Model)

The STEM Dashboard Labor market, economic and educational

data Highly-accurate and user-friendly Accelerated and efficient curricular

investment choices to benefit region Peer-led mentoring process

Peer-led adoption High-quality, modern curricula Developed by experts recognized by NSF

Step 1 – Outreach Identification of community colleges that

are interested in ▪ analyzing regional workforce needs▪ adoption of NSF ATE curricula in one or more

of four focal areas: IT, BioTech, Nanotech, GIS

Four colleges will be chosen to run the entire PLSA process (based STEM Dashboard analyses).

Step 2 – Economic Forecasting Forecasting of local workforce needs for each of the

targeted STEM areas. Use of EMSI labor market and economic data and

associated metrics. Step 3 – Educational Gap Analyses

Gap analyses to supplement the EMSI data/snapshots

Analysis of existing STEM curricula and programs.Question: Do existing programs meet current and future workforce needs in the focal STEM-tech disciplines?

EMSI data is complemented by maps that visualize local academic offerings.

Step 4 – NSF Curricula Matching: Recommendation of existing NSF curricula,

content and best practices (ATE Centers, ATE Central)

Step 5 – Adoption Seminars at Host Institution Adoption and strategy seminars on the host

campus for local faculty in related STEM areas. Introduction of faculty to Peer-Led Adoption

Network Identification of content “champions” within the

faculty

Step 6 – Adoption Plan Content "champions” self-identify, along

with their choice(s) of curricula to adopt CEWD will advocate for gradual

incorporation of materials (department and curriculum committee)

Pairing of each champion with an outside content expert

CEWD project team keeps track of goals and deadlines

Step 7 – Evaluation Ongoing and summative evaluation of the

quality of the PLSA process and satisfaction Validation of model for further

implementation at other colleges Step 8 - Sustainability

Linking of partner institution to workforce and other funding sources

Development of a sustainability plan based on additional EMSI projections

Scaling of programs based on local workforce needs.


[Step 3]





analysis for STEM offerings.



CEWD Project Team


Selection & AdoptionStep 6: Faculty “champions” identify

target curricula. Project team pairs them with content experts. Faculty member leads the curricular customization; the

process is overseen by the project team. It culminates with an action from the curriculum committee, if necessary.


Evaluation & Best PracticesStep 7: CASE performs summative evaluation of the implementation process (formative evaluation has been ongoing). Best practices are documented and

shared with the content developers.

Sustainability Plan

Sustainability PlanStep 8: Project team

connects institution with workforce and other

funding sources to grow both the local workforce

and the depth of the program.


from anATE Center

Academic Community SupportStep 5: Project team recruits faculty from the

identified STEM areas, gives an orientation about the offerings gap and the mentored

process. Faculty are connected with a community of adopters to explore possible

participation.


Adoption Plan

Peer-Led Community of Adopters

Round 3(Current Model)

Data-Driven STEM Curriculum Adoption through Inter-Campus Faculty Groups

Edgar E. Troudt <[email protected]>Christoph Winkler, PhD <[email protected]>

CUNY IT Conference 2010John Jay College of Criminal

JusticeDecember 3rd, 2010