lessons-learned from extension services grantees 2005-2009 (nsf research on gender in science and...
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Lessons-Learned
from “Extension Services” Grantees 2005-2009(NSF Research on Gender in Science and Engineering Program)
A National View
AAAS Center for Advancing Science & Engineering Capacity
American Association for the Advancement of Science
www.aaascapacity.org
Daryl E. Chubin, Ph.D. (PI)
Ruta Sevo, Ph.D. (Consultant)
Generic presentationFebruary, [email protected] [email protected]
GSE Lessons Learned – Jan. 19-21, 2010
What are NSF “Extension Services?”
A network created to actively deliver innovations in education to the field . . .
• Serving a particular community of educators
• Through training and technical assistance
• Recommending certain promising practices
• Using customized information products
• Responsive to culture & needs assessments
GSE Lessons Learned – Jan. 19-21, 2010
Purpose—NSF Expectation
To diffuse innovations in education . . .
• that will increase the participation of women in science and engineering
• through a cadre of agents/consultants who provide training and technical assistance
• delivered to educators, associations, or communities
GSE Lessons Learned – Jan. 19-21, 2010
Purpose of the Study
• Step back from the day-to-day
• Reflect, self-examine
• Consider the projects in the context of the Program
• Share perspectives on:
• the magnitude of the problem addressed collectively by the projects; and
• the communities served relative to the number of projects, funding level, and duration of support
GSE Lessons Learned – Jan. 19-21, 2010
What are Extension Services compared to Centers, Clearinghouses, Alliances, and Conferences that address “participation” issues?
For example,
• NSF-OIA Science and Technology Centers
• NSF-CISE Broadening Participation in Computing (BPC) Alliances
• NIGMS-MORE Annual Conference on Understanding Interventions that Broaden Participation in Research Careers
GSE Lessons Learned – Jan. 19-21, 2010
Findings: What’s Different about Extension Services?
• The priority goal is broadening participation; not an add-on
• Emphasis on building capacity, specifically a cadre of change agents
• Job #1 is service delivery* through human resource development—not research, evaluation, or teaching
• Conscious effort to grow the community & share experiences—motivate change in practices
• Target a subset among educators, form a relationship, formalize commitment
• Customize consulting and materials for the client community
• Integrate accountability: needs assessment, action plans that are data-driven, benchmarking, evaluation
*transferring knowledge while inspiring and enabling action
GSE Lessons Learned – Jan. 19-21, 2010
In other words,
- Catalysts- Collaborators- Community organizers- Entrepreneurs in education- Consultants/just-in-time technical assistants- Change agents- Creating a community of common interests- A business-like service- Transient- Evidence-based- A community and network of change agents- “Diversity people”
GSE Lessons Learned – Jan. 19-21, 2010
FY PI GSE/ES Title Target Communities
2005 Fortenberry Engineering Equity Extension Service (EEES) Educators from middle school thru the college sophomore level, inside and outside classroom, providing an engineering curriculum
2005 Sanders Mobilizing Implementation of Effective Practices to Increase Participation of Women in Computing (NCWIT, or National Center for Women in Information Technology)
Faculty in undergraduate computer science
2006 Milgram Women Tech (CalWomenTech) Educators providing technology education in community colleges
2006 Froschl Great Science for Girls (GSG): Gender Equity in Science through After-School Programs
Educators in after-school youth programs, esp. serving low and moderate-income urban children
2006 Peterson National Girls Collaborative Projects (NGCP) Educators providing out-of-school girl-serving programs with STEM content
2007 STEM Equity Pipeline (a.k.a. NAPE) Educators in high school and community colleges providing STEM curriculum, through state-based offices
2008 Meszaros Appalachian Information Technology Extension Services (AITES)
Educators in information technology in middle and high schools, and county-based communities
2009 Metz ESE: IM Services in Engineering: Improving Instruction and Mentoring to Retain Undergraduate Women (a.k.a. ENGAGE)
Faculty in engineering colleges
2009 Brown Girls RISE (Raising Interest in Science and Engineering) Museum Network
Educators in science museums and centers
Nine NSF Grantees, 2005-2009
GSE Lessons Learned – Jan. 19-21, 2010
Awards: $ 2.5 million over 5 years, with a site review in Year 3*
Notes: i. NSF investment, 2005-2013 = $22M; expended through 2009 = $14.5M ii. “Awards,” “projects,” & “grantees” are common NSF terms; we favor “services”
GSE Lessons Learned – Jan. 19-21, 2010
Coverage of Extension Services by Educational Area
GSE Lessons Learned – Jan. 19-21, 2010
What Extension Services Are Providing1. Improved national capacity2. Networks of committed educators & leaders3. Information resources customized for certain sectors4. Methods for widespread distributed training5. A cadre of leaders collaborating at a national level6. A wider base of people adopting certain programs & strategies7. A capacity top assess & evaluate needs, activities, courses &
programs8. New research questions & agendas9. A climate of excitement, understanding, commitment &
advocacy10. A wider understanding of the relationship between education
& workforce
GSE Lessons Learned – Jan. 19-21, 2010
Would any of these things happen WITHOUT the investment In Extension Services?
Probably not, as fast or to the scale of these accomplishments.
A “thousand flowers” of smaller grants do not add up to:
− active delivery of innovation− by leaders/consultants trained to understand the needs of a particular community− community building across states− translating educational content and matching it to needs− integrating assessment practices
GSE Lessons Learned – Jan. 19-21, 2010
Communities Currently Served
• Teachers affiliated with five associations working in engineering education
• Undergraduate computer science departments (36)• Community colleges in California that are technology
centers (10)• After-school, youth-serving organizations (16)• Girl-serving organizations that deliver STEM programming
(1500)• State departments of education working to implement the
Perkins Act (12)• Counties among five Appalachian Highlands states (10)• Departments in engineering colleges (30)• Science-rich museums and science centers (10)
GSE Lessons Learned – Jan. 19-21, 2010
Service Models
Work with particular sites• NCWIT, CalWomenTech, ENGAGE, Girls RISE• Training/ custom consultancy model• Trainers/consultants work with agent teams on-site• Can do needs assessment, action plan, data collection
Work with intermediary organizations• EEES, STEM Equity Pipeline, GSG• Leverage existing infrastructure; reach many members/affiliates• More removed from educator/student relationship• First impact is on the intermediary organization
Create ad hoc network to organize community• NGCP, AITES• Recruit leaders who energize wide range of educators• Simple, scale-able model • Broad community impact, defined by geography
GSE Lessons Learned – Jan. 19-21, 2010
Limitations on Services
Can this investment achieve a “phase change” or a “tipping point?”
• Short duration trying for “systemic change” or “institutional transformation”
• Transient – leaders & “agents” are there only for a few years• Working through volunteers scattered across organizations• Working in context of other priorities & demands – “diversity
agenda”• Reaching SMALL percentage of total communities• Not integrated with each other—still “a thousand flowers”
blooming
GSE Lessons Learned – Jan. 19-21, 2010
A Climate for Change
• There is evidence that a “value on diversity” is getting embedded
• Reception by clients to the idea is mostly enthusiastic• Hundreds if not thousands of organizations have gotten the
message• Exemplar institutions offer case studies & influence others• Many “collateral impacts” are not getting measured• In some communities, this is first concentrated focus on
diversity issues• Strong tie to wide interest in jobs and workforce preparation
Is all of this captured in project evaluations?
GSE Lessons Learned – Jan. 19-21, 2010
Lessons: The Communities
• Select partners and clients using criteria of readiness & commitment
• Look for ability to collect data & report back• “Piggy-back” on educational associations & offices
already reaching educators• Look for different cultures and different needs; adapt to
setting and population• Getting people “on board” takes time (6 months?)• Introducing new curriculum takes time (12 months?)• Use point people with strong personal networks
GSE Lessons Learned – Jan. 19-21, 2010
Lessons: Recommended Programs/Strategies
• Develop criteria for selecting & recommending programs/products
• Customization can eat up a lot of time• Let clients pick things that suit their interests & needs• Get feedback on what worked for them• Use checklists, FAQ’s, guides• Emphasize “how to do it” or “what to do”
GSE Lessons Learned – Jan. 19-21, 2010
Lessons: What’s in it for Agents?
“Agents” get . . .• Enhancement to their job, ideally• Leadership training• Learning about issues, products, strategies, assessment• Affiliation with a peer network• New skills (e.g., website design, facilitation, presentation)• Peer recognition as leaders• Larger personal network• Opportunities to conduct research & assessment
They must cope with . . . • A small level of investment, competing with full-time job• Overwhelmed by expectations & work• Frustration of competing views for low stakes• Modest financial reward
GSE Lessons Learned – Jan. 19-21, 2010
It Is Not About “Girls”. . . It Is About(or what educators and clients have to gain)
• More effective & excellent education that is inclusive and productive
- Getting more students to take interest in S&E- Making more students successful
• Reducing the “waste” of hostile climates & myths• Challenging stereotypes that lead to the exclusion of
potential students• Improving job opportunities, thus improving families• Increasing the workforce available• Bringing opportunity to low-income students• Aligning with the national interest in cultural competency &
talent crisis
GSE Lessons Learned – Jan. 19-21, 2010
Questions about the Concept of NSF/GSE Extension Services
1. Are all three models valid and consistent with the “train-the-trainer” concept?
2. Should the program encourage any particular model?
3. Each model implies different priority outcomes: changes in a department/school/campus/site, or changes in an intermediary professional association, or changes in a loosely-defined community/network.
4. What are the optimal and feasible outcome measures for extension services? Are common indicators feasible for future Services?
5. Should the portfolio be balanced, given the small reach due to relatively small budgets and timeframes?
6. How can models and customized products be sustained after five years?