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
Us: Us: The CUNY Institute for Virtual The CUNY Institute for Virtual EnterpriseEnterprise
Us: The CUNY Institute for Virtual Enterprise
Background: The Grant Evolution
Process: Peer-Led STEM Adoption
Discussion: How will this work?
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.
Background: Background: The Grant EvolutionThe Grant Evolution
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.
Background: Background: The Grant EvolutionThe Grant Evolution
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.
Background: Background: The Grant EvolutionThe Grant Evolution
(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.
Background: Background: The Grant EvolutionThe Grant Evolution
(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.
Background: Background: The Grant EvolutionThe Grant Evolution
Background: Background: The Grant EvolutionThe Grant Evolution
Us: The CUNY Institute for Virtual Enterprise
Background: The Grant Evolution
Process: Peer-Led STEM Adoption
Discussion: How will this work?
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
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 offerings.
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. 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 Practices
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.
ATE Central NSDLContent Expert
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.
Faculty “Champions”
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.
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 offerings.
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. 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 Practices
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.
ATE Central NSDLContent Expert
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.
Faculty “Champions”
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