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Evaluation Projects

Change at the Core: A Collaborative Model for Undergraduate STEM Education Reform

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Authors: Meredith L. Hayes, Peggy J. Trygstad, and Eric R. Banilower

Date: September 2017

Change at the Core: A Collaborative Model for Undergraduate STEM Education Reform

Copyright and Usage: Horizon Research, Inc. (HRI) holds the copyright on this report. HRI grants permission for unlimited use, whether the entire report or excerpts, for non-commercial purposes. The report should be cited as follows:

Hayes, L. Meredith, Trygstad, J.Peggy, and Banilower, R. Eric. (2017). Change at the Core: A Collaborative Model for Undergraduate STEM Education Reform. Chapel Hill, NC: Horizon Research, Inc.

STEM Teacher Ambassador Program

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The National Science Teachers Association (NSTA), in collaboration with the National Council of Teachers of Mathematics (NCTM), established the STEM Teacher Ambassador project. The project is identifying teachers who have received a Presidential Award for Excellence in Mathematics and Science Teaching (PAEMST) to serve as STEM Teacher Ambassadors, advocating for STEM education in their district and state. In the two-year span of the project, 10 teachers will be selected as Ambassadors annually with the ultimate goal of establishing a national network of teacher leaders who will serve as advocates in every state. Horizon Research, Inc. serves as the external evaluator for this project.

Promoting Lifelong STEM Learning Through a Focus on Conservation, Geospatial Technology, and Community Engagement

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University of Connecticut

The Promoting Lifelong STEM learning through a Focus on Conservation, Geospatial Technology, and Community Engagement project, based at the University of Connecticut (UCONN), is a collaboration among the Department of Natural Resources and the Environment (NRE), the Neag School of Education, the Center for Land Use Education and Research (CLEAR), and the Center for Environmental Sciences and Engineering (CESE). Funded by the National Science Foundation, the primary goal of the project is to promote lifelong STEM learning and engagement fostered by intergenerational partnerships between high school students and adult community members working on environmental conservation projects.

Horizon Research, Inc. serves as the external evaluator for the project.

Collaborative Research: The Next Generation of STEM Teacher Preparation in Washington State

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Western Washington University

The Next Generation of STEM Teacher Preparation project is a collaborative effort focused on improving STEM teacher preparation across partner institutions in Washington State. With representation from multiple sectors (e.g., higher education, P–12 education, business, government, non-governmental organizations), this NSF-funded project aims to leverage collective expertise to initiate, support, and sustain change to STEM teacher preparation and recruitment efforts statewide.

Horizon Research, Inc. serves as the external evaluator for the project.

A Model of Educational Transformation: Developing a Community of Faculty Implementing Next Generation Physical Science and Everyday Thinking

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California State University, San Marcos

Led by physics educators and researchers at CSU-San Marcos, CU-Boulder, San Diego State University, Tennessee Technological University, and the University of Maryland, this project is creating a cohort of 50 physics education faculty who are implementing a physics and physical science curriculum for pre-service elementary teachers (NextGen PET). Faculty will participate in a virtual community that will support their implementation efforts. The project is studying this approach as a means to transform physics instruction at both the individual and institutional level.

Horizon Research, Inc. serves as the external evaluator for the project.

Expanding Geospatial Technology Career Development for High School Students Through Teacher Professional Development: The Power of Data (POD)

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National Science Foundation

The Power of Data (POD) project is using a design-based-research methodology to develop and study a professional development model. The model, which will be implemented by trained teacher educators, will prepare teachers to develop students’ (1) 21st century skills, (2) awareness of and interest in careers that utilize geospatial thinking (GST) and geospatial data, and (3) confidence in their ability to use GST in solving problems. The long-term goal is toincrease the number of students pursuing geospatial-based careers. Horizon Research, Inc. serves as the external evaluator for the POD project.