Making an Impact: Building Transportable and Sustainable Projects - PowerPoint Presentation

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Making an Impact: Building Transportable and Sustainable ProjectsWebinar 4 of theTransforming Undergraduate Education in Science, Technology, Engineering and Mathematics Series Guy-Alain Amoussou & Maura Borrego gamousso@nsf.gov mborrego@nsf.govNovember 8 & 9, 2011

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Workshop presentersMaura Borregorotator fromVirginia TechEngineeringGuy-Alain Amoussourotator fromHumboldt State UComputer Science2Slide3

Before you leave, please complete the assessment survey: http://www.nsflsu.com Before you leave the Webinar!3Slide4

Most of the information presented in this workshop represents the presenters’ opinions and not an official NSF position.Local facilitators will provide the link to the workshop slides at the completion of the webinar.Participants may ask questions by “raising their virtual hand” during a question session. We will call on selected sites and enable their microphone so that the question can be asked.Responses will be collected from a few sites at the end of each Exercise. At the start of the Exercise, we will identify these sites in the Chat Box and then call on them one at a time to provide their responses.Important Notes4Slide5

Learning must build on prior knowledge Some knowledge correct Some knowledge incorrect – MisconceptionsLearning is Connecting new knowledge to prior knowledgeCorrecting misconceptionsLearning requires engagementActively recalling prior knowledgeSharing new knowledgeForming a new understandingFramework for the Session 5Slide6

Effective learning activities Recall prior knowledge -- actively, explicitlyConnect new concepts to existing onesChallenge and alter misconceptions Active & collaborative processesThink individuallyShare with partnerReport to local and virtual groups Learn from program directors’ responsesPreliminary Comments Active & Collaborative Learning6Slide7

Coordinate the local activitiesWatch the timeAllow for think, share, and report phasesReconvene on time -- 1 min warning With one minute warning, refer to Chat Box to see if you will be asked for a responseEnsure the individual think phase is devoted to thinking quietly and not talkingCoordinate the asking of questions by local participants and reporting local responses to exercises Facilitator’s Duties7Slide8

The session will enable you to design transportable and sustainable engineering and computer science education projects, based on an understanding of how faculty make decisions about their teaching. Goal for the Transportable and Sustainable Projects Session8Slide9

After the session, participants should be able to: Discuss the importance of project transportability Transfer or transmission modelReadiness Change modelRational Faculty ModelDiscuss key components of institutionalization at home institution Structural and cultural considerationsDiscuss types of transportability and sustainability approachesEnabling, Encouraging, Facilitating, collaboratingGreater emphasis on designing for transportability than in the pastSession Outcomes 9Slide10

Activity Your Instructional Change Experience Reflect on a specific change you have made in your teaching that may have been funded by someone else’s CCLI or TUES project (e.g., active learning, concept inventory, online modules, or any other changes)How did you first find out about it? What convinced you to try it? What aspects of the innovation (would have) made it easy to adopt? What support from others (would have) made it easy to implement? Exercise ---- 6 minThink individually -------- ~2 minShare with a partner ----- ~2 min Report in local group ---- ~2 minWatch time and reconvene after 6 minUse THINK time to think – no discussion, Selected local facilitators report to virtual groupWith one minute warning, look at Chat Box to see if you will be asked for a response10Slide11

PDs’ Response Your Instructional Change ExperienceUsually you have a specific problem to solve (students don’t understand X)You want to adapt or experiment with the changeIt shouldn’t be too rigid or complicatedIt should be compatible with your students, department, academic term, IT systemsYou need different information at different timesEvidence of student learningAdvice on how to implementHelp processing “failures”11Handout 2Slide12

Your Instructional Change ExperienceReflect on your own experience to understand your audience and design a plan to ensure others will use your “stuff”What motivates you to change canInspire the need for a projectInspire the project transportability and institutionalizationAlso inspires others to use your “stuff” 12Slide13

Traditional Approach to STEM Educational ChangeDevelop and disseminate modelTransfer or transmission modelDeveloper (change agent)Creates instructional materials and strategiesSignificant effortResearch-basedTries to convince other faculty to use themPostings, presentations, publications (the 3 p’s)Short, one-time workshops13Slide14

Underlying Assumptions of Develop-then-Disseminate ModelTwo negative manifestations impede success: An “us vs. them” attitude Myth # 1 -- Developers think faculty are unaware and unwilling to changeMyth # 2 -- Faculty think developers are dogmatic and judgmentalNeglect of important local factorsDancy and Henderson, NRC Workshop Report, 200814Slide15

Change Takes TimeSequential change modelsPre-awareness – Willing to read a one-pagerAwareness – Willing to read longer summariesInterest – Willing to read journal or conference publicationSearch – Willing to attend a 2-4 hr workshopDecision – Willing to attend a 1-2 day workshopAction – Willing to implement Trial periodDecision to continue or discardRogers, Diffusion of Innovations, 1995Froyd, FIE, 200115Slide16

Change Takes TimeFaculty cannot be moved from Pre-awareness to Action with a single workshopChange is not an event – it is a processFroyd, FIE, 200116Slide17

A Better ApproachMatched to how faculty members actually changeDancy and Henderson’s Rational Faculty ModelProvide easily modifiable material Users will customizeProvide research ideas with material Users understand the rationale If not, risk inappropriate adaptation, e.g., clickers for attendanceMake it clear what aspects will transfer under what conditions Identify critical elementsRecommend modification for different situationsDancy and Henderson, NRC Workshop Report, 200817Slide18

Can’t transform undergraduate education if TUES projects are not sustained at the home institution after NSF funding endsThis process is called institutionalization“when an innovation or program is fully integrated into an organization’s structure”Sustaining TUES Projects18Curry, ASHE Report, 1992Slide19

Activity Barriers to Institutionalization What are some common reasons an education project fails to be institutionalized after NSF funding ends? Exercise ---- 6 minThink individually -------- ~2 minShare with a partner ----- ~2 min Report in local group ---- ~2 minWatch time and reconvene after 6 minUse THINK time to think – no discussion, Selected local facilitators report to virtual groupWith one minute warning, look at Chat Box to see if you will be asked for a response19Slide20

Enthusiasm wanes after grant endsMoney unavailable for personnel, supplies, etc.PI moves on Other teaching assignmentsAdministrative responsibilitiesMoves to another institutionMultiple/new instructors less comfortable with formatSpecially trained TAs graduateTechnology changes (equipment outdated, new computers/software)Budget cuts reduce offerings of elective coursesChanges to curriculum impact student demandAdministrators unaware or not convinced of valuePDs’ Response Barriers to Institutionalization 20Slide21

Not just about moneyTwo aspectsStructuralpolicies, curriculum, teaching load/assignmentsCultural becomes part of normal expectations of how we educate students (in topic X)The most successful efforts address both structural and cultural Institutionalization21Slide22

Activity Institutionalization For an idea you are considering for a TUES proposal, what institutionalization strategies can you pursue that address structural and cultural aspects? Exercise ---- 6 minThink individually -------- ~2 minShare with a partner ----- ~2 min Report in local group ---- ~2 minWatch time and reconvene after 6 minUse THINK time to think – no discussion, Selected local facilitators report to virtual groupWith one minute warning, look at Chat Box to see if you will be asked for a response22Slide23

State learning outcomes and align to curricula and valuesCollect and distribute convincing evaluation dataPublicize successes to deans, chairs, faculty and teaching assistantsDiscuss at faculty and curriculum committee meetingsAdapt it to work for all students, faculty, departments (as appropriate)Recruit other faculty to learn about it and use it in their classesProvide data, advice and moral supportWork to secure resources as needed: lab space, staff supportWork to integrate it into curricula (as appropriate)PDs’ Response Institutionalization23Handout 3Slide24

Questions “Hold-up your virtual hand” and you will be called upon after we unmute your mike.Slide25

BREAK15 minSlide26

BREAK1 min warningSlide27

Need for TransportabilityMost NSF education programs require project transportabilityExample –Review criteria for TUES Program include:Projects should produce exemplary materials, processes, or models that can be adopted by other sitesProjects should involve a significant effort aimed at facilitating adaptation at other sites Projects should have the potential to contribute to a paradigm shift in undergraduate STEM educationIn this section we discuss how to address these criteria in a proposal or project27Slide28

Transportability strategiesAs you work on your project (or develop your proposal) from the very beginning throughout the entire project think about:Enabling othersDesigning your “stuff” so that others can use itEncouraging othersMake others aware of and interested in your “stuff” Facilitating othersHelp others use your “stuff” Collaborating with othersEngage others in improving your “stuff”28Slide29

Activity Enabling What should you think about when developing your “stuff” so that the final product can be used by others?Exercise ---- 6 minThink individually -------- ~2 minShare with a partner ----- ~2 min Report in local group ---- ~2 minWatch time and reconvene after 6 minUse THINK time to think – no discussion, Selected local facilitators report to virtual groupWith one minute warning, look at Chat Box to see if you will be asked for a response29Slide30

PDs’ Response Enabling Build in flexibilityConsider how the approach could be used:In other curricular models, other courses, or other disciplinesWith other teaching stylesState clearly the expected learning outcomes and link to needsMinimize special equipment needs and implementation cost, consider virtual approachesCollect convincing evaluation dataSummarize the approach’s rationale (the research-base, false starts, etc.)Recruit a few faculty at other sites that teach the course (potential future users) and ask them periodically to considerHow well the approach fits their course and their styleHow could it be made more compatibleWhat data would convince them30Handout 4Slide31

Activity Encouraging How do you make others aware of and interested in your “stuff”?Exercise ---- 6 minThink individually -------- ~2 minShare with a partner ----- ~2 min Report in local group ---- ~2 minWatch time and reconvene after 6 minUse THINK time to think – no discussion, Selected local facilitators report to virtual groupWith one minute warning, look at Chat Box to see if you will be asked for a response31Slide32

PDs’ Response Encouraging Use a variety of strategiesPost, present, and publish itPresent workshops at PI’s institution or at national meetingsPost it on more widely accessed sites Connexions site (cnx.org)National Instruments (ni.com)NSF’s NSDL (nsdl.org)Others?Use technologyVideosSocial media (YouTube, Face Book)Provide a Information package (a “sales brochure”)Statement of need and importanceSummary of approachEvaluation data32Handout 5Slide33

Activity Facilitating How do you help others use your “stuff”?Exercise ---- 6 minThink individually -------- ~2 minShare with a partner ----- ~2 min Report in local group ---- ~2 minWatch time and reconvene after 6 minUse THINK time to think – no discussion, Selected local facilitators report to virtual groupWith one minute warning, look at Chat Box to see if you will be asked for a response33Slide34

PDs’ Response Facilitating Continued supportOrganize a support group (a community of practice)Virtual workshops and support groupWikisSeries of workshopsShare evaluation instruments and processesPrepare a user’s guidePitfallsAlternate approachesUse “open source” approach34Handout 6Slide35

Activity CollaboratingHow do you engage others in improving your “stuff”?Exercise ---- 6 minThink individually -------- ~2 minShare with a partner ----- ~2 min Report in local group ---- ~2 minWatch time and reconvene after 6 minUse THINK time to think – no discussion, Selected local facilitators report to virtual groupWith one minute warning, look at Chat Box to see if you will be asked for a response35Slide36

PDs’ Response CollaboratingShare controlAllow others to develop pieces of the materialEnable partners to contribute to the posted materialDevelop a common evaluation process and data baseDevelop group approaches for engaging and facilitating othersInclude collaborators as Co-PIs, advisory board, etc.36Handout 7Slide37

Does your proposal or your project have an effective dissemination plan?How can you improve it?Take ---- 4 minThink individually -------- ~2 minReport in local group ---- ~2 minWatch time and reconvene after 4 minUse THINK time to think – no discussion, Selected local facilitators report to virtual groupActivityFinal Reflection37Slide38

ReferencesCurry, B.K., (1992). Instituting Enduring Innovations: Achieving Continuity of Change in Higher Education. ASHE-ERIC Higher Education Report No. 7Dancy, M.H. and Henderson, J.C. (2008). Barriers and Promises in STEM Reform. Commissioned paper presented at NRC workshop on Evidence on Selected Promising Practices in Undergraduate Science, Technology, Engineering, and Mathematics (STEM) Education, Washington, DC. Retrieved from http://www7.nationalacademies.org/bose/Dancy_Henderson_CommissionedPaper.pdf.Froyd, J.E., “Developing a Dissemination Plan,” Proceedings, 2001 ASEE/IEEE Frontiers in Education Conference.Rogers, E. (1995). Diffusion of Innovations. 38Slide39

QuestionsHold up your “virtual hand” to ask a question.Proposal & Award Policies & Procedures Guidehttp://www.nsf.gov/pubs/policydocs/pappguide/nsf11001/39Slide40

To download a copy of the presentation- go to: http://www.nsflsu.comPlease complete the assessment survey-go to: http://www.nsflsu.com Thanks for your participation!40