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% & C Institutional Change and Sustainability: Lessons Learned from MSPs D D 0 _ Nancy Shapiro & Jennifer Frank
CASH KMD Project
ϡȱ
January 25, 2010 ` P ` CASH Project Background ( U S M s h i s t o r y o f s y s t e m - l e v e l i n v o l v e m e n t i n S T E M e d u c a t i o n a n d P - 2 0 p a r t n e r s h i p w o r k
C A S H f u n d e d a s a K M D p r o j e c t , s u p p l e m e n t t o V I P K - 1 6 T a r g e t e d M S P
S t u d y t h e k e y f e a t u r e o f i n s t i t u t i o n a l c h a n g e a n d s u s t a i n a b i l i t y a m o n g h i g h e r e d u c a t i o n i n s t i t u t i o n s w i t h M S P s
$ ! Overarching Questions ( What can we learn about MSP-supported changes that have expanded institutional capacity to support the reform of P-20 STEM education and the meaningful engagement of faculty in this enterprise?
What strategies are MSP institutions using to sustain these developments over time? $ ' Assumptions About Institutional Change ( ( ( / Change in higher education requires more than top down leadership
Grassroots leadership (faculty, administrative) may require support from top down leaders
Institutional culture shapes change processes and leadership
Change processes may also require change in institutional culture to be sustainable
, . Z Z . CASH Project Components ( U Analysis of MSP project-related data, including annual reports, evaluation reports, and submissions to the MSP management information system
Analysis of new programs, courses, and curricula generated by MSP projects
Documentation at national meetings of participating STEM faculty
Six MSP project site visits
External national advisory board V V
& Analysis of Data from MSP Site Visits ' ' ( # Data sources: interview notes and transcripts, project artifacts (e.g., annual reports, project-related publications)
Formed descriptive categories for the data, aligned with our research questions, and tracked emerging themes across various data sources
Within-case and cross-case analyses Categories of CASH Findings B Backdrop of Institutional Culture/Context
Role of MSP Project Leaders
Impact of Institutional Leadership/Support
Investment/Motivation of Participating Faculty
Structural Changes that Supported and/or Resulted from MSP Work
Course/Curricular Changes that Supported and/or Resulted from MSP Work
Question of Sustainability C C ' $ For Discussion M S P a s a n I n s t i t u t i o n a l P r i o r i t y
1 t o 5
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L o w H i g h
T y p e s o f F a c u l t y E n g a g e m e n t i n M S P
1 t o 5
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O u t r e a c h / S e r v i c e S c h o l a r s h i p
M S P S u s t a i n a b i l i t y ( I n s t i t u t i o n a l / P a r t n e r s h i p )
1 t o 5
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U n l i k e l y L i k e l y
! J # ^ 0 Q ! I # ^ 0 P " Lessons Learned Leadership Matters:
Critical roles of provosts, deans, and department chairs
Need for both bottom-up faculty leadership and top-down advocacy and support
Importance of recognition and rewards
New Structures:
Boundary spanning positions (e.g., joint faculty appointments, education appointments in STEM departments and vice versa)
Role of administrative faculty/staff
Creation of multi-disciplinary STEM centers and/or partnership outreach units ` Z Z Z Z # Lessons Learned N Closing the Loop:
Challenges to connecting MSP to the core educational mission of the institution
Undergraduate education reform in STEM as a by-product of involvement in K-12
Investment in P-20 STEM pipeline is in the interest of the institution
New directions for research, scholarship, and substantive faculty work in these areas ( = = ! Lessons Learned Sustainability:
Tangible outcomes: new courses and programs for in-service and pre-service K-12 teachers, reformed undergraduate courses, creation of campus centers or outreach units, and in a few cases, commitment to new faculty lines
Concerns about maintaining viability of the above in the absence of ongoing incentives/support for participating faculty, teachers, and students
Frequent succession plan was to secure additional external funding
4 Recommendations N S F s h o u l d &
C o n t i n u e t o f u n d a d i v e r s i t y o f i n s t i t u t i o n a l t y p e s
C o n s i d e r e x p a n d i n g P I e l i g i b i l i t y o u t s i d e o f S T E M f a c u l t y
H e l p p r o j e c t s e n g a g e i n s u s t a i n a b i l i t y p l a n n i n g o n t h e f r o n t e n d o f t h e g r a n t a w a r d
E x p l i c i t l y l i n k t h e s c h o l a r s h i p o f t e a c h i n g a n d l e a r n i n g t o M S P w o r k i n t h e d e s i g n o f M S P p r o j e c t s
C l a i m o w n e r s h i p f o r t h e p r e p a r a t i o n a n d p r o f e s s i o n a l d e v e l o p m e n t o f S T E M t e a c h e r s
C o n t i n u e t o i n v e s t i n t h e M S P k n o w l e d g e d i s s e m i n a t i o n n e t w o r k
$ Z Z Recommendations C o l l e g e a n d u n i v e r s i t y l e a d e r s s h o u l d &
M a k e a c o n c e r t e d e f f o r t t o k n o w a b o u t M S P w o r k o n t h e i r c a m p u s a n d p u b l i c l y r e c o g n i z e t h o s e f a c u l t y i n v o l v e d i n i t
E n s u r e t h a t S T E M t e a c h i n g a n d l e a r n i n g i s a p r i o r i t y i n t h e i n s t i t u t i o n a l s t r a t e g i c p l a n
P o s i t i o n t h e p r e p a r a t i o n o f K - 1 2 t e a c h e r s a n d s u p p o r t f o r K - 1 2 e d u c a t i o n r e f o r m a s a c r o s s - c a m p u s r e s p o n s i b i l i t y
H ) Z > Z Z Z h ( % Recommendations @ C o l l e g e a n d u n i v e r s i t y l e a d e r s s h o u l d &
R e c o g n i z e t h e i m p o r t a n c e o f t h e i r r o l e i n f a c i l i t a t i n g c r o s s - d i s c i p l i n a r y c o l l a b o r a t i o n a n d t h e i r s u p p o r t o f p o l i c i e s a n d s t r u c t u r e s t h a t c a n s u s t a i n t h i s w o r k o v e r t i m e
C r e a t e o p p o r t u n i t i e s f o r c a r e e r a d v a n c e m e n t a n d e x p a n d e d l e a d e r s h i p c a p a c i t y a m o n g n o n t e n u r e - t r a c k f a c u l t y , a d j u n c t f a c u l t y , a n d n o n - f a c u l t y a c a d e m i c a d m i n i s t r a t o r s w h o a r e p r o a c t i v e l y w o r k i n g w i t h M S P
. ) Z x Z Recommendations
H i g h e r e d u c a t i o n f a c u l t y a n d d i s c i p l i n a r y
s o c i e t i e s s h o u l d &
C o n t i n u e t o s e e k a n d v a l u e l i n k a g e s t o t h e s c h o l a r s h i p o f t e a c h i n g a n d l e a r n i n g w i t h i n S T E M d i s c i p l i n e s
C o n t i n u e t o b u i l d o n t h e i m p o r t a n t s e r v i c e a n d o u t r e a c h c o m p o n e n t s o f f a c u l t y w o r k i n M S P
R ? P P P P For Discussion Where should a report like this go?
How could these recommendations be moved forward in a way that they could have an impact on your campus?
Are there other potential audiences for these recommendations?
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Wingdings Stream D Institutional Change and Sustainability: Lessons Learned from MSPs CASH Project Background Overarching Questions ( Assumptions About Institutional Change CASH Project Components ' Analysis of Data from MSP Site Visits Categories of CASH Findings For Discussion Lessons Learned Lessons Learned Lessons Learned Recommendations Recommendations Recommendations Recommendations For Discussion Fonts Used Design Template
Slide Titles ( _ Parvathi Narayan P a r v a t h i N a r a y a n
_ A d H o c R e v i e w C y c l e I D _ E m a i l S u b j e c t
_ A u t h o r E m a i l _ A u t h o r E m a i l D i s p l a y N a m e l a y N a m e 2 F i n a l V e r s i o n s o f P P T s j f r a n k @ u m s a . u m s . e d u J e n n i f e r F r a n k t Ba
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% & C Institutional Change and Sustainability: Lessons Learned from MSPs D D 0 _ Nancy Shapiro & Jennifer Frank
CASH KMD Project
ϡȱ
January 25, 2010 ` P ` CASH Project Background ( U S M s h i s t o r y o f s y s t e m - l e v e l i n v o l v e m e n t i n S T E M e d u c a t i o n a n d P - 2 0 p a r t n e r s h i p w o r k
C A S H f u n d e d a s a K M D p r o j e c t , s u p p l e m e n t t o V I P K - 1 6 T a r g e t e d M S P
S t u d y t h e k e y f e a t u r e o f i n s t i t u t i o n a l c h a n g e a n d s u s t a i n a b i l i t y a m o n g h i g h e r e d u c a t i o n i n s t i t u t i o n s w i t h M S P s
$ ! Overarching Questions ( What can we learn about MSP-supported changes that have expanded institutional capacity to support the reform of P-20 STEM education and the meaningful engagement of faculty in this enterprise?
What strategies are MSP institutions using to sustain these developments over time? $ ' Assumptions About Institutional Change ( ( ( / Change in higher education requires more than top down leadership
Grassroots leadership (faculty, administrative) may require support from top down leaders
Institutional culture shapes change processes and leadership
Change processes may also require change in institutional culture to be sustainable
, . Z Z . CASH Project Components ( U Analysis of MSP project-related data, including annual reports, evaluation reports, and submissions to the MSP management information system
Analysis of new programs, courses, and curricula generated by MSP projects
Documentation at national meetings of participating STEM faculty
Six MSP project site visits
External national advisory board V V
& Analysis of Data from MSP Site Visits ' ' ( # Data sources: interview notes and transcripts, project artifacts (e.g., annual reports, project-related publications)
Formed descriptive categories for the data, aligned with our research questions, and tracked emerging themes across various data sources
Within-case and cross-case analyses Categories of CASH Findings B Backdrop of Institutional Culture/Context
Role of MSP Project Leaders
Impact of Institutional Leadership/Support
Investment/Motivation of Participating Faculty
Structural Changes that Supported and/or Resulted from MSP Work
Course/Curricular Changes that Supported and/or Resulted from MSP Work
Question of Sustainability C C ' $ For Discussion M S P a s a n I n s t i t u t i o n a l P r i o r i t y
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T y p e s o f F a c u l t y E n g a g e m e n t i n M S P
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M S P S u s t a i n a b i l i t y ( I n s t i t u t i o n a l / P a r t n e r s h i p )
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U n l i k e l y L i k e l y
! J # ^ 0 Q ! I # ^ 0 P " Lessons Learned Leadership Matters:
Critical roles of provosts, deans, and department chairs
Need for both bottom-up faculty leadership and top-down advocacy and support
Importance of recognition and rewards
New Structures:
Boundary spanning positions (e.g., joint faculty appointments, education appointments in STEM departments and vice versa)
Role of administrative faculty/staff
Creation of multi-disciplinary STEM centers and/or partnership outreach units ` Z Z Z Z # Lessons Learned N Closing the Loop:
Challenges to connecting MSP to the core educational mission of the institution
Undergraduate education reform in STEM as a by-product of involvement in K-12
Investment in P-20 STEM pipeline is in the interest of the institution
New directions for research, scholarship, and substantive faculty work in these areas ( = = ! Lessons Learned Sustainability:
Tangible outcomes: new courses and programs for in-service and pre-service K-12 teachers, reformed undergraduate courses, creation of campus centers or outreach units, and in a few cases, commitment to new faculty lines
Concerns about maintaining viability of the above in the absence of ongoing incentives/support for participating faculty, teachers, and students
Frequent succession plan was to secure additional external funding
4 Recommendations N S F s h o u l d &
C o n t i n u e t o f u n d a d i v e r s i t y o f i n s t i t u t i o n a l t y p e s
C o n s i d e r e x p a n d i n g P I e l i g i b i l i t y o u t s i d e o f S T E M f a c u l t y
H e l p p r o j e c t s e n g a g e i n s u s t a i n a b i l i t y p l a n n i n g o n t h e f r o n t e n d o f t h e g r a n t a w a r d
E x p l i c i t l y l i n k t h e s c h o l a r s h i p o f t e a c h i n g a n d l e a r n i n g t o M S P w o r k i n t h e d e s i g n o f M S P p r o j e c t s
C l a i m o w n e r s h i p f o r t h e p r e p a r a t i o n a n d p r o f e s s i o n a l d e v e l o p m e n t o f S T E M t e a c h e r s
C o n t i n u e t o i n v e s t i n t h e M S P k n o w l e d g e d i s s e m i n a t i o n n e t w o r k
$ Z Z Recommendations C o l l e g e a n d u n i v e r s i t y l e a d e r s s h o u l d &
M a k e a c o n c e r t e d e f f o r t t o k n o w a b o u t M S P w o r k o n t h e i r c a m p u s a n d p u b l i c l y r e c o g n i z e t h o s e f a c u l t y i n v o l v e d i n i t
E n s u r e t h a t S T E M t e a c h i n g a n d l e a r n i n g i s a p r i o r i t y i n t h e i n s t i t u t i o n a l s t r a t e g i c p l a n
P o s i t i o n t h e p r e p a r a t i o n o f K - 1 2 t e a c h e r s a n d s u p p o r t f o r K - 1 2 e d u c a t i o n r e f o r m a s a c r o s s - c a m p u s r e s p o n s i b i l i t y
H ) Z > Z Z Z h ( % Recommendations @ C o l l e g e a n d u n i v e r s i t y l e a d e r s s h o u l d &
R e c o g n i z e t h e i m p o r t a n c e o f t h e i r r o l e i n f a c i l i t a t i n g c r o s s - d i s c i p l i n a r y c o l l a b o r a t i o n a n d t h e i r s u p p o r t o f p o l i c i e s a n d s t r u c t u r e s t h a t c a n s u s t a i n t h i s w o r k o v e r t i m e
C r e a t e o p p o r t u n i t i e s f o r c a r e e r a d v a n c e m e n t a n d e x p a n d e d l e a d e r s h i p c a p a c i t y a m o n g n o n t e n u r e - t r a c k f a c u l t y , a d j u n c t f a c u l t y , a n d n o n - f a c u l t y a c a d e m i c a d m i n i s t r a t o r s w h o a r e p r o a c t i v e l y w o r k i n g w i t h M S P
. ) Z x Z Recommendations
H i g h e r e d u c a t i o n f a c u l t y a n d d i s c i p l i n a r y
s o c i e t i e s s h o u l d &
C o n t i n u e t o s e e k a n d v a l u e l i n k a g e s t o t h e s c h o l a r s h i p o f t e a c h i n g a n d l e a r n i n g w i t h i n S T E M d i s c i p l i n e s
C o n t i n u e t o b u i l d o n t h e i m p o r t a n t s e r v i c e a n d o u t r e a c h c o m p o n e n t s o f f a c u l t y w o r k i n M S P
R ? P P P P For Discussion Where should a report like this go?
How could these recommendations be moved forward in a way that they could have an impact on your campus?
Are there other potential audiences for these recommendations?
x $ P P k P P A P P P r ?
q (