math and science partnership national science foundation optimism and opportunities math and science...
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Optimism and Optimism and OpportunitiesOpportunities
Math and Science Partnership: A Research and Development Effort
James HamosJames HamosDivision of Undergraduate
EducationDirectorate for Education
and Human Resources
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Today’s ConversationToday’s Conversation
A Quick Glance at the NSF-MSP Portfolio
What are we learning?
Funding Opportunities
Persisting Challenges
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DisclaimerDisclaimer
The instructional practices and assessments discussed or shown
in these presentations are not intended as an endorsement by
the U.S. Department of Education.
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Persisting Challenges?Persisting Challenges?
Jot down three challenges you see that persist in this important work of improving STEM education through partnership between Post-secondary education and K-12 education
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A research & development effort at NSF for building capacity and integrating the work of higher education with that of K-12 to strengthen and reform mathematics and science education
Launched in FY 2002 as a result of legislative interest and was also a key facet of the NCLB vision for K-12 education
Strongly reauthorized as part of the America COMPETES Act of 2007 and provided with additional appropriation in the American Recovery and Reinvestment Act of 2009 and the FY 2009 federal budget
NSF’s Math and Science NSF’s Math and Science PartnershipPartnership
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Through the Math and Science Partnership program, NSF awards competitive, merit-based grants to teams composed of institutions of higher education, local K-12 school systems and supporting partners. At their core, Partnerships contain at least one institution of higher education and one K-12 school system.
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Program?Program?
Substantial intellectual engagement of mathematicians, scientists and engineers from higher education in improving K-12 student outcomes in mathematics and the sciences
Depth and quality of creative, strategic actions that extend beyond commonplace approaches
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Program?Program?
Breadth and depth of Partnerships – Partnerships between organizations, rather than among individuals only
Organizational/institutional change driven by Partnerships
Degree to which MSP work is integrated with evidence; degree to which the work of the Partnerships is itself the work of scholars who seek evidence for what they do
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12 ComprehensiveComprehensive PartnershipsPartnerships (FY 2002, FY 2003)
36 TargetedTargeted PartnershipsPartnerships (FY 2002, FY 2003, FY 2004, FY 2008)
23 Institute PartnershipsInstitute Partnerships (Prototype Award in FY 2003, FY 2004, FY 2006, FY 2008, FY 2009)
19 MSP-StartMSP-Start PartnershipsPartnerships (FY 2008, FY2009)
6 Phase IIPhase II PartnershipsPartnerships (FY 2008, FY 2009)
49 RETA RETA projects (Design Awards in FY 2002, FY 2003, FY 2004, FY 2006, FY 2008, FY
2009)
145 Funded MSP Projects145 Funded MSP Projects
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ProgramProgramNational Distribution of Partnership ActivityNational Distribution of Partnership Activity
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Over 900 K-12 school districts ~5 million students ~147,000 teachers of K-12 math
and science Over 200 institutions of higher
education Over 2600 faculty,
administrators, graduate and undergraduate students
Scope of Partnership Scope of Partnership ProjectsProjects
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Key FeaturesKey Features Partnership-driven, with significant
engagement of faculty in mathematics, the sciences, and engineering
Teacher quality, quantity, and diversity
Challenging courses and curricula
Evidence-based design and outcomes
Institutional change and sustainability
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Impacts on StudentsImpacts on Students
Overall increase in math proficiency in MSP schools from the first year 2003-04 (672 schools in the sample) to the 2006-07 (1666 schools in sample) at all levels (analysis years to date; future reports will document later trends)
Sustained (1st year to end year) increase in math proficiency is statistically significant at all three levels
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Impacts on StudentsImpacts on Students
Increased proficiency of students across the MSP portfolio on state mathematics assessments
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Impacts continued…Impacts continued…Schools that focused specifically
with math interventions had a particularly powerful and sustained impact on student achievement in math as compared to schools in other projects that did not have this focus
Similar trends in improved student achievement in science also were found, particularly in schools that focused on science interventions
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Impacts continued…Impacts continued…A closing of the achievement gaps in
MSP schools
between both African American and Hispanic students and white student in elementary school math, middle school science and high school science
between African American and white students in elementary school science
between Hispanic and with students in high school mathematics
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on Examining Student Examining Student
AchievementAchievement Year-by-Year Trend Analysis Matched comparisons Meta-analysis pre/post assessments
Closing the Closing the Achievement Achievement
Gap Gap
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What Are We What Are We Learning?Learning?
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Through new long-term and coherent courses and programs, the involvement of STEM faculty and their departments in pre- and in-service education enhances content knowledge of teachers
STEM Professional Learning Communities are new exemplars in professional development
MSP projects are making new contributions to the STEM education literature related to teacher content knowledge and teacher leadership—Knowledge Management and Dissemination—www.mspkmd.net
Research methods in ethnography and social network analysis help document change in institutions and partnerships
New centers and institutes devoted to K-16 math and science education facilitate interactions between higher education and K-12, offer professional development for STEM faculty, and advance the scholarship of teaching and learning
What are we learning?What are we learning?A few reminders from past presentations
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Post-secondary STEM faculty, often with aid of teachers-in-residence on college campuses, are broadening their discussions of teaching and learning and supporting new efforts in teacher preparation
Revised tenure & promotion policies recognize faculty for scholarly contribution to the advancement of math and science education
STEM faculty engagement with K-12 is resulting in: Increased sophistication in pedagogy and praxis of STEM
faculty An awareness of the importance of the STEM faculty role
in pre-service preparation, including encouraging strong STEM students to consider teaching as an appropriate career path
A paradigm shift of Respect—Professionalism—Mutual Benefit
Teachers learn from STEM faculty STEM faculty learn from teachers
There are no quick fixes—the substantive improvement of K-12 STEM education requires long-term attention from people who are committed to long-term solutions
What are we learning?What are we learning?A few reminders from past presentations
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New National Impact New National Impact ReportReport
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Learning progressions provide a new way to build conceptual knowledge in the science curriculum
The partnership project entitled Culturally relevant ecology, learning progressions and environmental literacy is driven by an environmental science literacy framework around learning progressions within core science and mathematics concepts. The project engages the research and education prowess within four research sites of the NSF-funded Long Term Ecological Research (LTER) Network with 22 K-12 schools/districts, with direct impacts on over 250 science and mathematics teachers and 70,000 students of highly diverse backgrounds. The learning progressions are organized around three key science strands (carbon, water, and biodiversity) and a mathematical strand (quantitative reasoning and the mathematics of modeling); all of these are further connected by the theme of education for citizenship.
What are we learning?What are we learning?
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Multiple strategies enhance opportunities for students to be prepared for, have access to, and be encouraged to participate and succeed in challenging mathematics and/or science courses
In collaboration with the College Board and Harvard Medical School, the Boston Science Partnership core higher education partners – the University of Massachusetts–Boston and Northeastern University – have provided workshops and institutes for teachers, university-based laboratory programs for students and teachers, summer “bridge” programs for entering AP students, classroom volunteer support and a full-length practice exam for students. To help lead some of these activities, the BSP recruited experienced AP teachers with the long-term goal of developing them into endorsed College Board consultants.
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The Boston Science Partnership provides intensive, year-round support to Advanced Placement (AP) science classrooms throughout the Boston Public Schools to support the district’s growth of student enrollment in AP science programs. Between 2000 and 2009, the number of Boston Public Schools students taking AP science exams has dramatically increased from 183 to 781.
Boston Science Partnership
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Peer-enhanced classrooms enable teachers to use “assistants” in their classes and student achievement improves as schools restructure
Based on early successes in an intensive summer school setting, the MSPinNYC, involving the City University of New York (CUNY) in partnership with the NYC Department of Education, developed a model to change classroom instruction during the academic year called the Peer Enhanced Restructured Classroom (PERC). This model uses students who have previously passed the course as peer teachers. The teacher actually does little direct teaching to the class. Rather, the teacher learns to work through the student peer teachers, effectively teaching through the peers. Activities designed by the teacher are used by the peer teachers to engage and support learning in the classroom. The role of the teacher changes from one primarily defined by supporting learning through direct interaction with students to that of being an effective manager.
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Pre-PilotSpring 2008
• Large school• 3 teachers; 2 IA, 2 LE• N IA = 80; NLE = 30
Pilot:Academic Year 2008-2009
• Four schools, 2 large, 2 small• 11 teachers; 7 math, 4 science • N IA = 383; NLE = 201
Field TrialPERC Summer School 2009
• 2 Sites: Hunter College, New World High School• 3 IA classes; 3 LE classes• N IA = 65; NLE = 44
MSPinNYCPassing Rates of Students Sitting for the New York State-Mandated Regents Exam in Integrated Algebra or Living
Environments
In the 2008-2009 Academic year, the MSPinNYC ran a pilot field trial that involved four high schools, eleven teachers, and nearly 600 students in NYC. In control type "A", students are randomly placed into the experimental versus control class, but the two classes are taught by different teachers. In control type "B", the control classes are taught by the same teacher in a traditional classroom. Lastly, in control type "C" the student population is not the same in the control and experimental classes.
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K-12 Engineering Education is ready for prime time
The University of Texas at Austin's Cockrell School of Engineering is partnering with the successful UTeach Natural Sciences program and the Austin Independent School District to develop and deliver UTeachEngineering, an innovative, design- and challenge-based curriculum for preparing secondary teachers of engineering. To meet the growing need for engineering teachers in Texas, and to serve as a model in engineering education across the nation, UTeachEngineering has the following four professional development pathways to teacher preparedness, two for in-service teachers and two for pre-service teachers: 1. UTeach Master of Arts in Science and Engineering
Education (MASEE); 2. Engineering Summer Institutes for Teachers (ESIT); 3. Engineering Certification Track for Physics Majors; and 4. Teacher Preparation Track for Engineering Majors.
What are we learning?What are we learning?
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New tools and instruments, with documented reliability & validity, help professional developers accurately assess the content that teachers need to know for the teaching of math and science
The Misconception Oriented Standards-based Assessment Resource for Teachers in Life Science (MOSART-LS) project develops rigorous Distractor Driven Multiple Choice assessment tools that aid in generating evidence-based measures of professional development’s impact on K-8 teachers' life science subject-matter knowledge and relevant pedagogical content knowledge. This work utilizes peer-reviewed research studies of student conceptions in order to generate specialized assessments. These assessments measure the degree to which teachers hold the accepted scientific view represented by each of the 31 K-8 Content Standards in life science. The project is developing 250 valid new items and gathering data from a nationally representative sample of 8000 students and their teachers.
What are we learning?What are we learning?
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Cyber-enabled tools promote professional learning communities, and enhance teaching and learning
The Institute for Chemistry Literacy through Computational Science (ICLCS) is preparing rural Illinois chemistry teachers for the 21st Century through content, computational tools, and teaching methodology by building a virtual professional learning community among researchers, faculty and students. ICLCS Fellows enroll in a three-credit hour graduate-level chemistry course during the academic year delivered through Moodle, an open source course development tool that supports the virtual learning community. Fellows post reflections on their teaching, share materials, interact with faculty mentors, and attend online presentations to enhance their chemistry content knowledge. Exercises are designed to foster expertise in software use through building molecules, performing geometry optimizations, measuring bond distances and angles, determining energies, and viewing surfaces.
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Funding OpportunitiesFunding Opportunities
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onFY 2010 MSP SolicitationFY 2010 MSP Solicitation
NSF 10-XXXNSF 10-XXX
In this solicitation, NSF will likely support six types of awards:
Partnerships Targeted Institute MSP-Start Phase II
Research, Evaluation and Technical Assistance (RETA)
Innovation through Institutional Integration (I3)
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Innovative partnerships to improve Innovative partnerships to improve K-12 student achievement in math K-12 student achievement in math
and scienceand science Targeted — focus on studying and solving
teaching and learning issues within a specific grade range or at a critical juncture in education, and/or within a specific disciplinary focus in math or the sciences
Institute — focus on meeting national needs for teacher leaders/master teachers who have deep disciplinary content knowledge and are prepared to become intellectual leaders in math and science in their schools and districts
MSP-Start — for those new to the MSP program, to support the necessary data analysis, project design, evaluation and team building activities needed to develop a full MSP Targeted or Institute Partnership
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onFY 2010 MSP Solicitation continued…FY 2010 MSP Solicitation continued…
Phase II — for prior NSF MSP awardees, focus on specific innovative areas of their work that, if supported through additional research, will advance knowledge and understanding in specific area(s)
Research, Evaluation and Technical Assistance (RETA) — projects that develop tools to assess the partnerships’ progress, build evaluation capacity and conduct focused research. (Not partnerships)
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Competitive?Competitive?
Original ideas that go beyond the commonplace… innovation
Succinct, focused project plan Rationale and evidence of potential
effectiveness Sufficient detail provided Realistic amount of work Strength of the Partnership team Potential contribution to knowledge Strong evaluation plan
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I3 challenges institutions to think strategically about the creative integration of NSF-funded awards, with particular emphasis on awards managed through programs in the Directorate for Education and Human Resources (EHR), but not limited to those awards
In FY 2010, proposals are solicited in multiple EHR programs that advance I3 goals: CREST, GSE, HBCU-UP, ITEST, LSAMP, MSP, Noyce, RDE, and TCUP
All I3 proposals are reviewed in competition with one another
An institution may submit only one I3 proposal in only one program; Provost is PI; Does not affect submission to other programs
April 7, 2010 due date for submission
Innovation through Innovation through Institutional Integration (IInstitutional Integration (I33))
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on Robert Noyce Teacher Robert Noyce Teacher
Scholarship ProgramScholarship Program Initiated by Act of Congress in 2002
Reauthorized in 2007 (America COMPETES Act)
To encourage talented mathematics, science, and engineering undergraduates to pursue teaching careers
To encourage STEM professionals to become teachers
To prepare Master Teachers
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FY 2010 Solicitation (FY 2010 Solicitation (NSF 10-NSF 10-514514))
Robert Noyce Teacher Scholarship Track Scholarships (at least $10,000 per year) for undergraduate
STEM majors preparing to become K-12 Teachers Summer internships for freshmen and sophomores Stipends (at least $10,000 for 1 year) for STEM professionals
seeking to become K-12 teachers Recipients commit to teaching in a high need school district
for 2 years for each year of scholarship/stipend support
NSF Teaching Fellowships & Master Teaching Fellowships (TF/MTF) Track Fellowships for STEM professionals receiving teacher
certification through a master’s degree program Fellowships for science and math teachers preparing to
become Master Teachers
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onNoyce Scholarship Program Noyce Scholarship Program
NSF 10-514 NSF 10-514 Important Dates
Letters of Intent (optional): February 9, 2010
Full Proposal Deadline: March 10, 2010
Questions: [email protected]
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FundingFundingAdvanced Technological Education (ATE)
Focuses on the education of technicians for the high-technology fields that drive our nation's economy in part through programs that are designed to improve existing as well as prospective K-12 teachers' technological understanding; to provide them with experiences to use in engaging students in real world technological problems; and to strengthen their preparation in science and mathematics overall
Course, Curriculum and Laboratory Improvement (CCLI)Supports efforts to create, adapt, and disseminate new learning materials and teaching strategies, develop faculty expertise, implement educational innovations, assess learning and evaluate innovations, and conduct research on STEM teaching and learning
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FundingFundingNSF Scholarships in Science, Technology,
Engineering, and Mathematics (S-STEM)Makes grants to institutions of higher education to support scholarships for academically talented, financially needy students, enabling them to enter the workforce following completion of an associate, baccalaureate, or graduate level degree in science and engineering disciplines.
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Evidence: An Essential Tool – Planning for and Gathering Evidence Using the Design-Implementation-Outcomes (DIO) Cycle of Evidence
Learning Mathematics for Teaching / Mathematical Knowledge for Teaching; web-based Teacher Knowledge Assessment system (Harvard U., PI Heather Hill; U. of Michigan, PI Geoffrey Phelps)
Assessing Teacher Learning About Science Teaching (ATLAST); (Horizon Research, Inc., PI Sean Smith)
Misconception Oriented Standards-based Assessment Resource for Teachers (MOSART); physical, earth, and life sciences; (Harvard U., PI Philip Sadler)
MSPnet.org Toolbox (TERC, PI Joni Falk) Online Evaluation Resource Library (oerl.sri.com, SRI.com) Surveys of Enacted Curriculum (Wisconsin Center for
Educational Research and CCSSO) Distributed Leadership for Middle School Math Education
(Northwestern U., PI Jim Spillane) Thinking About Mathematics Instruction (EDC, PI Barbara
Scott Nelson)
Tools and Instruments?Tools and Instruments?A few reminders from past presentations
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Back to those Back to those Persisting Challenges?Persisting Challenges?
Capturing the Challenges and continuing the conversation into
the breakout session…… Which will be MUCH MORE INTERACTIVE!
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Website for MSP at NSFWebsite for MSP at NSFhttp://www.nsf.gov
Click on Program AreaClick on Program Area – – EducationEducation
Click onClick on Division of Division of Undergraduate Education (DUE)Undergraduate Education (DUE)
Click onClick on Math and Science Math and Science Partnership ProgramPartnership Program
Website for MSPnetWebsite for MSPnethttp://mspnet.org
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Mathematics and Science Partnership (MSP)
Programs
U.S. Department of Education
San Diego Regional Meeting
February 2010