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Cynthia Sunal
05/22/2012 1:05pm

Action Research Working Group:

Contexts to describe or variables to measure. Professional development of faculty. Can faculty teams with professional development provide a better learning experience for undergraduates?

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dwsunal@bama.ua.edu
06/02/2012 4:06pm

Not Minites of this Action Plan Group were submitted. Please type and send the Minutes to me or Post them.

Research Based Undergraduate Science Teaching Conference II
Strand V
Action Research

Facilitator: Gerald Krockover hawk1@purdue.edu;
Penny Gilmer gilmer@chem.fsu.edu;
Barbra Hoeling bmhoeling@csupomona.edu;
Gail Horowitz ghorowitz@brooklyn.cuny.edu;
Deborah McAllister mcallister@utc.edu;
Tara Ray Tara.Ray@live.com;
Josephine Taylor jtaylor@sfasu.edu;
Ed Walton edwalton@csupomona.edu;
Sherry Nichols snichols@bamaed.ua.edu;
Hosi Karzai?? hkarzai@purdue.edu;

hawk1@purdue.edu; ghorowitz@brooklyn.cuny.edu; jtaylor@sfasu.edu; mcallister@utc.edu; gilmer@chem.fsu.edu; bmhoeling@csupomona.edu; Tara.Ray@live.com; snichols@bamaed.ua.edu; edwalton@csupomona.edu; hkarzai@purdue.edu;


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Cynthia Sunal
05/22/2012 1:11pm

Best Practices Working Group A

What are best practices?

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Paul Adams
05/22/2012 1:14pm

Are we talking "best" or effective practices?

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dwsunal@bama.ua.edu
06/02/2012 3:55pm

Research Based Undergraduate Science Teaching Conference II
Strand V
Best Practices Group A

Facilitator – Cheryl Mason cmason@mail.sdsu.edu;
Dennis Sunal dwsunal@bama.ua.edu;
Cheryl Sundberg sundbergrc@att.net;
Peter Holden phtrip@gmail.com;
Rebecca Lindell rlindell@purdue.edu;
Erika Steele erika.m.steele@gmail.com;
Nikki Collins roketsientist@yahoo.com;
Max Kagan max.kagan23@gmail.com;
Paul Adams padams@fhsu.edu;
Mike Odell modell@uttyler.edu;
Lloyd Barrow Barrowl@missouri.edu;

cmason@mail.sdsu.edu; dwsunal@bama.ua.edu, modell@uttyler.edu; sundbergrc@att.net; padams@fhsu.edu; rlindell@purdue.edu; phtrip@gmail.com; roketsientist@yahoo.com; erika.m.steele@gmail.com; max.kagan23@gmail.com; Barrowl@missouri.edu;
Research Agenda - Break out 1:
Problems to address:
• Need 1,000,000 STEM pK-12 teachers in next decade – Gathering Storm
• STEM major Pipe line problem
• STEM major Retention problem
• STEM major Graduation problem
• Lack of innovation in STEM graduates – critical thinkers to generate new careers and jobs.
• Today’s students disenfranchised – Use different technology/media than instructors use, mismatch of effective communication in teaching/learning
• For 21st century students, graduates, and innovators, university faculty need to develop greater teaching ability and knowledge, develop new faculty skills in teaching/learning.
• Knowing the discipline or research in the discipline does not create an effective instructor.
• Knowing how and when to use technology for teaching/learning.
What is the Research Agenda for Research Based Undergraduate Science Teaching -
• Flipped classrooms – readings done outside, inside include activities to investigate ideas and meanings. Technology helps structure the flipped classroom.
• Class talk – input via smart phones to professor.
• Using new technologies in undergraduate science courses - Web 3.0
• Best strategies for faculty development for using technology in instruction. Knowing how and when to use technology for teaching/learning.
• Moving to student centered from instructor centered instruction
• Effective blended instruction and fully online courses.
• Studio and hybrid classes
• Effects of small group collaboration in classrooms/courses
• MITedX courses
• How do you encourage higher order thinking online?
• How do you assess higher order thinking online?
• Simulation vs gaming in teaching/learning in STEM higher education. Gaming may be more effective.
• Provide students with components of out of class material to structure time.
• Creating staff development programs to give faculty tools to use the technology
• The importance of knowledge and ability of an instructor’s teaching/pedagogical actions and style in using technology.
• How do we get good quality professors as instructors and tenure?
• Change the culture at the University level to promote professor PCK success and retention.
• What is the metric we will use to determine and choose the right tools for instruction.
• Research Question 1: How do you create effective faculty professional development for exceptional practice in teaching/learning? Technology is only one aspect of this.
• Research Question 2: How do you create effective faculty professional development for exceptional practice in teaching/learning that is transformative in the STEM Department culture? Transformative Learning is the conceptual model for tackling complex issues in ways that transform these same communities in powerful and long-lasting ways.
• Research Question 3: How do we create and foster a faculty Professional Learning Community (PLC Model in a STEM Department) to plan, develop, and maintain a culture of research-based student-centered teaching and learning?
• What are the attributes that foster a faculty professional learning community in providing ongoing support to professors to develop skills for more effective teaching and student leaning.
• Are there differences in outcomes between a face-to-face, part face-to-face and part virtual, and a virtual.faculty professional learning community in providing ongoing support to professors to develop skills for more effective teaching and student leaning in STEM courses.
• How does one assess and evaluate a face-to-face, part face-to-face and part virtual, or a virtual.faculty professional learning community that successfully provides ongoing support to professors to develop skills for more effective teaching and student leaning in STEM courses.
• What is reform and how do we measure it? An Action Plan group that determines and can apply a strategy that evaluates how well reforms work.

Action Plan - Break out 2:
Looking for white paper material
How can the Re

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dwsunal@bama.ua.edu
06/02/2012 3:57pm

This part of Minutes did not get posted in first reply - limit on words:

Action Plan - Break out 2:
Looking for white paper material
How can the Research Agenda be accomplished and developed into practice?
• What is the Modern University for the 21st century? It cannot be an exact copy of what was done in the 20th century. Updating Teaching Methods to 21st Century technology
• Badge stuff Peter
• Create “STEM Education Resource Agents” in each STEM department - biology educator, physics educator etc.
• Create “STEM Education Resource Agents” in college or university – different from Faculty Resource Center agents who are generalists
• Create a “TOOL Box” of strategies and materials for assessment, instruction (pedagogy), collaboration between students and between instructors, etc. Common core of tools for STEM and specialty tools for each STEM area – e.g. physics education.
• Develop and assess faculty “Pedagogical Content Knowledge (PCK)” for STEM and specialty discipline.
• Create a culture that values the teaching professor.
• Develop a Professional Learning Community (PLC MODEL) of teaching faculty in each STEM department containing discipline faculty, education faculty, and IT faculty. Conduct regular PLC activities throughout the year sharing and observing effective teaching strategies. Target population would be new and experienced faculty. Need to teach research techniques (action research) and research supported theory of effective undergraduate pedagogy and student learning, not clickers.
• Develop a Professional Learning Community (PLC MODEL) of teaching faculty across the university in STEM containing discipline faculty, education faculty, and IT faculty. Conduct regular PLC activities throughout the year sharing and observing effective teaching strategies. Target population would be new and experienced faculty. Need to teach research techniques (action research) and research supported theory of effective undergraduate pedagogy and student learning, not clickers.
• How can we effectively train higher education administrators in effective teaching and in organizing and fostering Professional Learning Community (PLC MODEL) of teaching faculty. Target population would be new and experienced administrators. Need to teach research techniques (action research) and research supported theory of effective undergraduate pedagogy and student learning, not clickers.
• Professional development for faculty on how to plan, implement, assess, and sustain educational change. How do we do this and what do we need to know?
• Tenure concerns, effective teaching, and young (or experienced) STEM faculty, are they compatible? Or do we continue to through students under the bus.
• How does one develop a face-to-face, part face-to-face and part virtual, or a virtual.faculty professional learning community that successfully provides ongoing support to professors to develop skills for more effective teaching and student leaning in STEM courses.
• How can a reform be planned and implemented to change the culture at a university to promote and increase faculty PCK, student learning, student retention, and student graduation in STEM disciplines?
• What are the elements and the process of reform needed to successfully change the culture at a university to promote and increase faculty PCK, student learning, student retention, and student graduation in STEM disciplines?
• What are the metrics – assessment and evaluation strategies, methods, and instruments to measure the effects of reform in University teaching and learning?
• Technology is tools to facilitate reform in teaching and learning – an ambiguous and emerging definition.
• Identify attributes of effective STEM professors using successful teaching methods to serve as mentors for colleagues, complete/analyze/publish case studies.
• Use a team of faculty (discipline faculty, education faculty, and IT faculty) from different institutions to create professional development communities at a single institution - part face-to-face and part virtual.
• What is reform? Start from the bottom up to get buy-in with faculty
• Proof of concepts models to change culture in STEM departments
 Develop a network of faculty who can work successfully in a PLC part face-to-face and part virtual or wholly virtual as a proof-of-concept model. Send disseminate teams to colleges for training in PLCs.
 Develop a model that connects community colleges to a central university (local college community partnership) to develop a network of faculty who can work successfully in a PLC part face-to-face and part virtual or wholly virtual as a proof-of-concept model. Send disseminate teams to community colleges for training in PLCs.
• Goal of proof of concept model in a 3 year pla

dwsunal@bama.ua.edu
06/02/2012 3:59pm

Part 3 of Minutes of best Practices Group A

• Goal of proof of concept model in a 3 year plan – create a team of 3-6 faculty (discipline faculty, education faculty, and IT faculty) at two (or more) sites who create PLCs at local institutions updating STEM faculty teaching using the local college community partnership model to create reform for a Modern University of the 21st century (create reform for the changes that are coming in undergraduate teaching and learning for the next decade). E.g. what we teach will change, faculty PCK will need to change; student mental skill set will change; impact of new Common Core (NGSS) standards and learning progressions in pK-12 impact on undergraduate learning; web Forum focused on faculty PCK, not general resources but on how students learn.
• Imbed in University a “resource person for STEM PCK,” rather than general faculty development.
• Get Association Buy-in for Model PLC AAPT, ACS, NABT, AAAS.
• Develop a 4-6 year plan of reform assistance.
• Focus on career and work force pipeline at community colleges.
• How to create and sustain reform in colleges and universities – online forums, social networking, ask a question on reform, Wikipedia of undergraduate reform knowledge and process, Next Generation of Science Standards (NGSS) integration, digital bridging.

Cynthia Sunal
05/22/2012 1:14pm

Assessment Working Group:

What do teachers do in terms of a reform strategy to achieve certain student behaviors and/or knowledge?

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dwsunal@bama.ua.edu
06/02/2012 4:08pm

No Minites of this Action Plan Group were submitted. Please type and send the Minutes to me or Post them.

Research Based Undergraduate Science Teaching Conference II
Strand V
Assessment

Facilitator: Christy McKinnon mackinno@uiwtx.edu;
David Hammer David.Hammer@tufts.edu;
Dana Byrd dana.byrd.phd@gmail.com;
Mitchell Klett mklett@nmu.edu;
Lance Silverman lsilverm@yu.edu;
Jack Doyle jddoyle@purdue.edu;
Lin Ding ding.65@osu.edu;
Sean Beckmann sbeckmann@rockford.edu;
Kathleen Hill kathymi@asu.edu;
Larry Flick Larry.Flick@oregonstate.edu;
Gene Byrd byrd@bama.ua.edu;
Austin Ryland austinryland@gmail.com;
Sytil Murphy SMURPHY@shepherd.edu;

mackinno@uiwtx.edu; mklett@nmu.edu; jddoyle@purdue.edu; ding.65@osu.edu; Larry.Flick@oregonstate.edu; lsilverm@yu.edu; David.Hammer@tufts.edu; byrd@bama.ua.edu; sbeckmann@rockford.edu; austinryland@gmail.com; dana.byrd.phd@gmail.com; kathymi@asu.edu; SMURPHY@shepherd.edu;


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Cynthia Sunal
05/22/2012 1:22pm

Engaging Students Working Group

What are the variables that effect how to engage students?

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dwsunal@bama.ua.edu
06/02/2012 4:09pm

No Minites of this Action Plan Group were submitted. Please type and send the Minutes to me or Post them.

Research Based Undergraduate Science Teaching Conference II
Strand V
Engagement

Facilitator: Zdeslov Hrepic drzcsu@gmail.com
Barbra Burke baburke@csupomona.edu;
Maya Patel mpatel@ithaca.edu;
Justina Ogodo ogodotna@yahoo.com;
Emmett Wright birdhunt@ksu.edu;
Mojgan Matloob mojgan@phys.ksu.edu;
Christopher Nakamura cnakamur@phys.ksu.edu;

drzcsu@gmail.com; cnakamur@phys.ksu.edu; mojgan@phys.ksu.edu; ogodotna@yahoo.com; birdhunt@ksu.edu; mpatel@ithaca.edu; baburke@csupomona.edu;

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dwsunal@bama.ua.edu
06/03/2012 4:03pm

Engagement
NSEUS 2012 Focus Group Report
Below we list questions and issues that surfaced up in our brainstorming session as significant while exploring venues for increasing student engagement in STEM fields. For this purpose we exploring the easement both from the perspective of classroom interaction and from perspective of STEM career options.
Role of Relevance for Students Engagement and Retention?
Do we have national strategy that projects needs of all particular STEM fields in upcoming years based on which students can with reasonable certainty embark on a particular profession expecting rewarding careers?
To what extent do we rely on globalization as a backup plan for filling the gaps in this respect, without giving proper attention and resources to developing US student potential to its highest?
Leaky pipeline
The STEM pipeline has been shown as leaky. However, it is not clear how big of a problem is having a leaky pipeline which, in some cases, may be producing hard to employ individuals.
So the question is what STEM professions exactly do we need? And what will be needed in future years? How many of them and at what level? For example, we may not need as many biology PhD's as we produce but we may need more of physics teachers. A clear national strategy on this issue is necessary based on current and projected employment and graduation rates.
STEM career appeal and rewards have been different for industry and teaching careers. A significant improvement of teaching career rewards should be achieved if we plan to have high-quality teachers.
Ideas for improving retention
Tying major to career goal early on to reduce drifting between majors.
We propose a long-term study on effectiveness of career advising in STEM fields to show optimal input time and venues.
Another possibly fruitful venue would be tracking back successful teachers and scientists and examine their career path in detail to use this information for fruitful replications.
Career choice explorations programs as well as professionals in community could be another valuable resource for improving retention
Student buy-in
Expectations of relevancy of scientific findings for practical improvements at individual and social level is critical for meaningful engagement.
We could distinguish relevance in science and relevance by science. The former is concerned with making evidence using appropriate and reliable methodology. The later is concerned with societal issues and role of well-established and broadly explored scientific findings as influential mediator in public policy creation. For example, measuring the quality of water by high school students would be much more meaningful if those findings would affect actions about this quality.
Recruiting venues, PR procedures and outreach are also powerful venues that can influence student buy-in and consequently their engagement in science.
Methods
Finally, our discussion group was concerned with classroom methods that would bring forward student engagement.
In this respect we propose looking at:
• best practices at different national levels, and curriculum level and at individual instructor level.
• Technology as interactive facilitate or between instructor and students and among students
• group work techniques
• the actual sources of credibility for effective methods (whether they come from content instructors or from science teaching methods instructors) and how to resolve the possible disconnect
• Student types
• Consistency of effective methodology across educational levels and different courses

Cynthia Sunal
05/22/2012 1:31pm

Best Practices B Working Group

Research on how to develop and maintain a culture of research centered student learning for reform-based teaching and learning.

Reply
dwsunal@bama.ua.edu
06/02/2012 4:01pm

Minutes of Best Practices Group B

Research Based Undergraduate Science Teaching Conference II
Strand V
Best Practices Group B

Facilitator: Corinne Lardy corinne_lardy@yahoo.com;
Hosi Karzai?? hkarzai@purdue.edu;
April Nelms april.nelms@gmail.com;
Donna Turner donnapturner@bellsouth.net;
SueAnn Bottoms sueann.bottoms@oregonstate.edu;
Emily vanZee Emily.vanZee@science.oregon;
Germaine Taggart gtaggart@fhsu.edu;
Dianne Robinson dianne.robinson@hamptonu.edu;
JW Harrell jharrell@bama.ua.edu;
Will Stoll wstoll2@student.gsu.edu;

corinne_lardy@yahoo.com; donnapturner@bellsouth.net; hkarzai@purdue.edu; dianne.robinson@hamptonu.edu; gtaggart@fhsu.edu; april.nelms@gmail.com; wstoll2@student.gsu.edu; jharrell@bama.ua.edu; Emily.vanZee@science.oregon; sueann.bottoms@oregonstate.edu;


Research Agenda - Break out 1:

Best Practices for facilitating learning/research supported strategies/faculty knowledge of pedagogy. What characteristics of reform have the most impact on student learning of content and beliefs and attitudes? What characteristics of reform have the most impact on reform have the most impact on pre-service and in-service teachers (secondary and elementary)? How do we know the important and most useful components that could be adapted/modified for replication/application in similar and different contexts?

1) What is a “Best Practice”? How do we define “best practices”?
a) Content
b) Pedagogy
c) Disposition

2) What is the relevance between the NGSS for kindergarten through 12th grade and undergraduate science courses?
3) What are the best practices for building a professional learning community at the undergraduate level?
4) What are the best practices that have been studied and implemented regarding results and contexts both positive and negative?
5) What are the best practices for implications of context?
6) What are the best practices for facilitating student learning in undergraduate courses?
7) What are the best ways to measure best practices?
8) What are the best practices for online learning?
9) What are the worst practices science instruction and learning?
10) What are the best practices for getting faculty to change their pedagogical practice from a departmental, institutional, and administrative disposition?
a. Coaching/Mentoring
b. Senior Faculty
c. Evaluation
d. Community
11) What are the best practices for mentors and how are those practices communicated?
a. Collaboration
b. Dissemination
c. Communication
d. Cooperation/Dispositions
e. Willingness

12) What are best practices for professional learning community models?
13) What are the best practices for initiating …faculty agreement to learn and change practice?
14) What is the role of University Leaders in the initiation process?
15) What are the best practices for sustaining reform?


Action Plan - Break out 2:

Reforming treatments /course transformation regarding best practices

How do we disseminate an initiative for university-wide STEM course reform that will facilitate best practices of undergraduate STEM educators/administrators?

Action items for the team:
1) Literature review
a. Theoretical frameworks
b. Current models of course reform- training faculty to go back to their university and build a team
c. Begin online repository of research-based best practices.
i. What is the most/least effective
ii. What works best/worst in different contexts
d. Assessments components
e. Particularly examine Purdue’s IMPACT program

2) Analysis of available literature to determine the best practices – form a model that incorporates best practices for faculty development communities (professional learning council)
a. Strengths and weaknesses of current models
b. Develop a model for train the trainer – high level where the trainer will disseminate best practices to the teams
c. Decide how the model will be assessed. Assessment of product.
d. There would need to be assessment of model

3) Educating universities regarding the model- pull teams together
a. Hold workshop for trainers – the university team that will be the trainers
b. Team members will create their own plan
c. Continue to develop central repository for research
d. There would need to be assessment of model after the pilot

4) Implementation of models at home universities
a. Sustainability
b. Continued support from project faculty, staff and administration
c. Continued dissemination of model, publishing, continue the online repository
i. Where do you house the central repository/
ii. How do you make it known to the impacted and interested faculty and staff?
iii. Where would this data be stored?
iv. If this is a X number of years grant – where does this start and when does it stop?
v. This should impact every faculty out there
d. Develop technology and share
5) Next Steps:
a. Creation o

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dwsunal@bama.ua.edu
06/02/2012 4:02pm

The rest of the Minutes for Action Plan Group - Best Practices Group B

5) Next Steps:
a. Creation of strategic steering committee (advisory group) across different universities that will create, maintain, and sustain the implementation of this program
b. Who would be on this list? How do we contact them and what are our next steps?
c. Determine sound pedagogy models, technology, and implementation strategies
d. Identify institutions to work with,
e. Determine timelines for tasks and deliverables
f. Gather data about work already done and what needs to happen next

08/16/2012 12:23am

Excellent! I admire all the helpful data you've shared in your articles. I'm looking forward for more helpful articles from you. :)

Joseph Aidan
www.arielmed.com

Reply
06/21/2013 4:18am

I wish you all success in the development of this agenda! It is an obvious fact that if we set a goal in our mind and follow a good strategy then we can definitely meet with those goals! The same concern must be followed regarding the education undergraduates in scientific fields as well.

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