Slippery Rock University of Pennsylvania by KQp8n3l0

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									                                              Slippery Rock University of Pennsylvania
                                           Narrative of Progress Reports (NPRs) Year Three

                                           Submitted by Mary E. Sisak and Patrick Burkhart

Note: The coleaders represent a transition team that only recently became aware of this report format. Please anticipate more
comprehensive reports in the future.


                                                July, August and September of 2002

Only report activities that are a result of or significantly mondified due to CETP-PA funding.
Please address only those questions that are applicable to your team during this reporting period.

Outcome 1 – Courses: Science, mathematics, and teacher education courses taken by prospective teachers in SSHE institutions
address the content and use the constructivist strategies contained in the national and Pennsylvania standards.

1-1   What science, mathematics, and teacher education courses offered by each SSHE campus are selected for revision*to more
      closely reflect national and Pennsylvania standards? (*Revision includes plans to develop new courses, drop existing courses,
      and change existing courses.)
1-2   What changes are made to each of the courses?
1-3   How well do the revised courses reflect the recommendations and products of the statewide workshops?
1-4   How well do the revised courses reflect the content and constructivist strategies contained in the national and Pennsylvania
      standards?




SRU responses:
1-1   There are five courses which are scheduled for evaluation to determine if they fit the criteria for a CETP-PA endorsed course.
      These are Concepts of Science I, The Teaching of Elementary Mathematics, The Teaching of Elementary Science, Teaching
      Integrated Science and Mathematics and Elementary Geometry.

1-2   This can not be determined until after the evaluations are completed.

1-3   This can not be determined until after the evaluations are completed

Outcome 2 – Faculty: Science, mathematics and teacher education faculty at SSHE institutions have the knowledge, skills and
commitment to teach courses that reflect the content and constructivist strategies contained in the national and Pennsylvania
standards.

2-1 What involvement do SSHE faculty have through CETP-PA?
2-2 Which SSHE faculty actively participate in CETP-PA activites?
2-3 What are faculty knowledge of and beliefs about effective science and mathematics teaching and learning?
2-4 How confident are faculty in their ability to address content and use constructivist strategies called for in the national and
    Pennsylvania standards.
2-5 Do faculty teaching styles and practices change during CETP-PA to more closely reflect the content and instruction called for in
    the national and Pennsylvania standards?

SRU responses:

2-1   Mary Sisak attended the conference entitled “Integrating Science and Mathematics Education Research into Teaching.” Which
      was held at the University of Maine, Orono and jointly sponsored by the University of Maine’s Center for Science and
      Mathematics Education Research and the Maine Mathematics and Science Teaching Excellence Collarborative (MMSTEC).
      Elise Grabner, Patsy Ann Johnson, Carolyn Steglich attended the CETP-PA Summer Conference 2002 in Millersville, Mary
      Sisak and Patsy Ann Johnson attended the steering committee meeting held during the summer conference 2002 in Millersville.

2-2   A team meeting was held on Sept. 24 at the SRU campus. The faculty in attendance were Patsy Ann Johnson, Mary Sisak,
      Patrick Burkhart, Judy Werner, Mike Conlon and Robert Buck.
2-3   Plans were made to have Ben Shaevitz present a workshop on constructivism using his course Concepts of Science as a model
      This workshop is scheduled for spring 2002.

      Arrangements have been made for several faculty members to travel to Franklin and Marshall College on November 14 and 15
      to observe Dr. James Spencer conduct General Chemistry and Physical Chemistry in a constructivist style. Dr. Spence has been
      using this method for 10 years and is widely published in the area.

      Arrangements have been made to have Dr. David McConnell from the University of Akron present a seminar on Oct. 25 at SRU
      entitled “Teaching for Understanding, Less Talk, More Action.” Dr. McConnell has been using this method for 5 years and is
      widely published in the area.

      Patsy Ann Johnson gave an oral presentation titled "Constructivism: A Word
      with Many Denotations and Connotations" at the American Association of
      Physics Teachers Summer Meeting held August 4-8 in Boise, Idaho. Her
      overhead transparencies have been posted on the webpage of the Center for
      Mathematics, Science, and Technology Education

      Patsy Ann Johnson attended a session for Key Leaders of the Building a
      Presence initiative that was conducted by Kip Bollinger and Donna Leese.
      Patsy Ann also participated in a meeting of Center Directors led by Denine
      Burkett as part of that conference.

2-4   Patrick Burkhart of SRU will be conducting a workshop entitled “The Shifting Sands of Preque Isle for K-16 faculty on Oct. 5




Outcome 3 – Perspective Teachers: Prospective elementary and secondary science and mathematics teachers graduating from
SSHE Institutions have the Knowledge, skills and commitment to teach K-12 science and mathematics according to national and
Pensylvania standards
3-1   What are prospective teachers’ knowledge of and beliefs about effective mathematics and science teaching and learning?
3-2   How adequate and accurate is prospective teachers’ mathematics and science content knowledge?
3-3   How well prepared do faculty and cooperating teachers judge prospective teachers to be?
3-4   Do prospective teachers’ classroom practices reflect the content and instructional strategies called for in national and
      Pennsylvania standards?

SRU responses:

3-1    We are prompting the organization of a future teachers club for the premasters degree program. This will be a joint effort
       between the sciences and the education departments. It is anticipated that under the guidance of appropriate faculty members,
       the members of this club will be explore effective teaching techniques, attend workshops and perform science demonstrations in
       area K-12 classes.

3-2    A mailing was sent out to all elementary, secondary education and premasters degree students regarding the CETP-PA
       scholarship. As a result of that mailing 14 students attended an information meeting, an addition 10-15 students requested
       information regarding the scholarship. It is anticipated that a minimum of 10 students will apply for the scholarship.

Diversity Outcome 4: Prospective elementary and secondary science and mathematics teachers enrolled in SSHE institutions
represent an increasingly large and diverse professional groups according to race, ethnicity and gender.

4-1 Is the number of undergraduates in each SSHE institution preparing to each elementary school, or secondary mathematics or
   science increasing?
4-2 Are the numbers of women and minorities in each SSHE institution preparing to teach elementary school, or secondary
mathematics and science increasing as the results of the initiatives undertaken by each SSHE institution?
4-4 What are the results of implementing the CETP-PA Recruitment Workgroup products and recommendations?


SRU responses:
4-1    Patsy Ann Johnson with the assistance of Carolyn Steglich and Ann Romanczyk will be conducting a workshop entitle “Rachel
       Carson as a Role Model: Encouraging Females to Consider Science Careers” on Oct. 19 at SRU. Patsy Ann Johnson designed
       a poster for this workshop. NicoleShook put it up in classroom buildings, the library, and the University
       Union after obtaining permission from staff in those buildings if required.

Outcome 5 - Field Experiences: Prospective teachers’ field experience is a well-integrated component of each SSHE institution’s
teacher preparation program as the program evolves during the CETP-PA project.
5.1. What components of each SSHE institution’s current field experience are identified for improvement under the CETP-PA
project, (e.g., supervision of prospective teachers)?
5-2. What strategies are implemented by each SSHE institution to strengthen prospective teachers’ field experience, (e.g., adopting a
different supervisory model, PDS involvement)?
5-3. How well do the improvement strategies reflect the products and recommendation of the CETP-PA Supervision Workgroup
when appropriate?
5-4. What are the results of each institution's efforts to improve the quality and integration of prospective teachers' field experiences
with their overall teacher preparation program, including anticipated reform?

SRU responses:

5-2    Each graduate student enrolled in Secondary Education/Foundations of
       Education 677: Directed Field Experience in Secondary Mathematics and
       Science completed a written summary and critique of an education videotape
       from the Center for Mathematics, Science, and Technology Education.




Outcome 6 - K-12 Teachers K-12 teachers actively participating in CETP-PA-sponsored activities in each SSHE institution have
the knowledge, skills, and commitment to teach mathematics and science that reflect the content and constructivist strategies
contained in national and Pennsylvania standards.
6-1. What professional development opportunities are offered to K-12 teachers through each SSHE institution’s involvement with
CETP-PA?
6-2. Which K-12 teachers participate in CETP-PA-sponsored opportunities?
6-3. How do actively participating* K-12 teachers' knowledge of and beliefs about effective science and mathematics teaching and
learning change through their participation?
6-4. Is the confidence of actively participating K-12 teachers increasing regarding their ability to address content and use
constructivist strategies called for in national and Pennsylvania standards?
6-5. Do actively participating K-12 teachers' practices change during CETP-PA to more closely reflect the content and instructional
        called for in national and Pennsylvania standards?

SRU responses:

6-1     Patsy Ann Johnson met with Ron Monaco on September 20 at IU-IV to discuss
       how to coordinate professional development activities for teachers of
       mathematics and science.
6-2    New members were approved for the CETP-PA team. These members are Sara Masters, Math instructor at Westmoreland
       County Committee College, Beth Jansto, Math instructor at Community College of Beaver County, Mary Beth Cooper,
       Meridian Elementary School, Leah McDowell Spink, Science Resource Teacher, Seneca Valley School District, Carolyn
       Cornish, Assistant Superintendent, Butler Area School District, Lee Williams, Chair of Elementary Education at SRU

Outcome 7 - Infrastructure and Culture SSHE institutions support an infrastructure and culture that promotes excellence in the
preparation of elementary and secondary mathematics and science teachers.
7-1. What are the key CETP-PA-related activities carried out by the Center for Mathematics, Science, and Technology in each
SSHE institution?
7-2. Are new resources of the Center in each SSHE institution sufficient to achieve the CETP-PA project outcomes?
7-3. How is each Center meeting CETP-PA expectations and requirements?
7-4. What evidence is there that the institution supports efforts to improve the quality of the institution’s elementary, mathematics,
and science teacher preparation?
7-5. What changes are made to enhance the quality and effectiveness of elementary, science, and mathematics teacher preparation at
each SSHE institution?
7-6. What CETP-PA-sponsored changes are made to enhance the quality and effectiveness of community college mathematics and
science teacher preparation?
7-7. What plans has each SSHE campus to adopt CETP-PA sponsored courses, faculty development activities, and/or field experience
reforms permanently?
7-8. What other connections are there to other projects?

SRU responses:

7-1    Patsy Ann Johnson met with Stan Magusiak on September 20 at IU-IV to
       discuss how to coordinate activities concerning the Building a Presence
       initiative.

       Patsy Ann Johnson prepared a mailing that went to 217 Curriculum Directors
       and Principals through the van distribution system of IU-IV. Included in
       each envelope was a cover letter encouraging use of the web pages and
       curriculum resources of the Center for Mathematics, Science, and Technology
       Education. Also included were fliers for the October 5 and 19 workshops
       sponsored by the CETP-PA team at SRU along with a registration form for the
       second workshop.

       The Teaching Scholars packet was included on the web pages of the Center
       for Mathematics, Science, and Technology Education. Paper copies were
       given to several students who requested them at the Center.

       On September 11, Patsy Ann Johnson and Nicole Shook met with Tim Kirk of
       Collegis, Inc. about adjustments to web pages maintained by the Center for
       Mathematics, Science, and Technology Education made necessary by the
       adoption on of a new web system designed for SRU by Collegis, Inc. Nicole
       has invested hours in making these changes, and the task is far from complete.

7-4    Patsy Ann Johnson spoke with Ross Feltz and Karl Schwab in University
      Public Relations about getting a press release written for the October 19
      workshop.


7-8   Patsy Ann Johnson spoke with Vivian Schaefer, Executive Director of the
      Rachel Carson Homestead, concerning the collaboration of the Homestead with
      CETP-PA for the October 19 workshop titled "Rachel Carson as a Role Model:
      Encouraging Females to Consider Science Careers."

7-2    Nicole Shook updated the data base for the curriculum resources of the
      Center for Mathematics, Science, and Technology Education to record recent
      purchases and use.
                               Center for Mathematics, Science, and Technology Education
                                212 McKay Education Building, Slippery Rock University

             System Faculty      CC Faculty             Secondary         Elementary            Prospective     Other
                                                         Teachers          Teachers              Teachers
 Month
            Math    Science   Math Science      Math      Science       Math Science       Math Science         Specif
            Other             Other             Other                      Other           Other                  y
                                                                                                                Below

  July              1                                                                               1     *16   **32


 August             1                                                                               1


September           1                                                                       8       16
Other Participants:
*16- K-12 reading graduate students
**32- elementary school students



                                            October, November and December 2002

Outcome 1 – Courses: Science, mathematics, and teacher education courses taken by prospective teachers in SSHE institutions
address the content and use the constructivist strategies contained in the national and Pennsylvania standards.

1-5   What science, mathematics, and teacher education courses offered by each SSHE campus are selected for revision*to more
      closely reflect national and Pennsylvania standards? (*Revision includes plans to develop new courses, drop existing courses,
      and change existing courses.)
1-6   What changes are made to each of the courses?
1-7   How well do the revised courses reflect the recommendations and products of the statewide workshops?
1-8   How well do the revised courses reflect the content and constructivist strategies contained in the national and Pennsylvania
      standards?

SRU responses:

1-1, 1-2 Table Reflecting Current Status of CETP Targeted Courses and Courses Reflecting Changes in Pedagogy

Course Title          Course number         Current CETP Eval     Past CETP Eval        Syllabus               Content/method
                                                                                        Enhancement            Enhancement
Concepts of Science 64-101                  Yes                   Yes                   Yes                    Yes
Teaching of         17-342                  Yes                   Yes                   Yes                    Yes
Elementary Math
Teaching of         17-362                  No                    No                    Unknown                Yes
Elementary Science
Teaching Integrated   15-676                 Yes                   Yes                    Yes                   Yes
Science and Math
Elementary            52-118                 No                    No                     Unknown               Yes
Geometry
Environmental         34-100                 No                    No                     Yes                   Yes
Geology
Introductory          12-104                 No                    No                     Yes                   Yes
Chemistry I
General Chemistry I   12-107                 No                    No                     No                    Yes

1-2, 1-3, 1-4 Assessment is ongoing. Currently we are in the process of preparing a questionnaire to be distributed to the professors
teaching the above-mentioned courses to determine the degree of modifications in their teaching pedagogy.


Outcome 2 – Faculty: Science, mathematics and teacher education faculty at SSHE institutions have the knowledge, skills and
commitment to teach courses that reflect the content and constructivist strategies contained in the national and Pennsylvania
standards.

2-6  What involvement do SSHE faculty have through CETP-PA?
2-7  Which SSHE faculty actively participate in CETP-PA activites?
2-8  What are faculty knowledge of and beliefs about effective science and mathematics teaching and learning?
2-9  How confident are faculty in their ability to address content and use constructivist strategies called for in the national and
     Pennsylvania standards.
2-10 Do faculty teaching styles and practices change during CETP-PA to more closely reflect the content and instruction called for in
     the national and Pennsylvania standards?

SRU responses: This fall SRU faculty were involved with team meetings, seminars, workshops, instructional site visits and evaluation
site visits.

2-5   Approximately 2 dozen faculty members from the biology, geology, chemistry, secondary education, and elementary education
      departments attended a CETP-PA sponsored seminar entitled “Teaching for Understanding: Less Talk, More Action presented
by Dr. David McConnell of the Department of Geology at the University of Akron. Dr. McConnell is active in developing a
CETP initiative in the state of Ohio.

Dr. Susan Zirpoli of the Chemistry Department and Dr. Carolyn Steglich of the Biology department traveled to Franklin and
Marshall College to observe Dr. James Spencer conduct inquiry-based General Chemistry and Physical Chemistry courses.

Team meetings were held on Oct. 31 and Nov 2 at the SRU campus. The faculty in attendance were Dr. Patsy Ann Johnson, Dr.
Mary Sisak, Dr. Patrick Burkhart, Dr. Judy Werner, Dr. Elise Grabner, Dr. Terry Peard, Dr. Robert Buck, Dr. Lyn Miller, Dr.
Ben Shaevitz, Dr. Jerry Chmielewski and Mr. Kirby Burns.

Dr. Patsy Ann Johnson attended a conference in Pittsburgh of November 6 titled "Developing a New Vision of K-8 Science
Teaching and Learning in Western Pennsylvania: An Opportunity for Education and Community Leaders to Initiate Science
Education Reform." This conference was hosted by ASSET Inc., which is affliated with LASER.

A training course for CETP-PA observers was conducted by Dr. Patsy Ann Johnson at SRU on Nov. 19. The following SRU
Faculty completed this training: Dr. Mary Sisak and Dr. Paul Birckbichler of the Chemistry Dept, Dr. Robert Snyder of the
Department of Elementary Education/Early Childhood Development, Dr. Rachael Barger-Anderson of the Dept. of Special
Education and Dr. Mary Vetere of Elementary Education/Early Childhood Development.

On November 31, Dr. Patsy Ann Johnson attended a training session at SRU about Sitebuilder Toolkit. Its use is required,
beginning this semester, for SRU web pages, including those of the Center for Mathematics, Science, and Technology education.

 Dr. Patsy Ann Johnson conducted a workshop for the Dept of Counseling and Educational Psychology entitled
 “Constructivism: Theory and Practice” on Dec. 7, participants were Dr. Ann Kemmerer, Dr. Padma Anand, Dr. Julaine Field,
 Dr. Michael Ignelzi, Dr. Mary Russo, and Dr. Jered Kolbert.
2-6    Dr. Patrick Burkhart conducted a workshop entitled “Sifting Sands: The Coastal Geology and Ecology of Presque Isle” on Oct.
       19. Fifteen local elementary and secondary teachers as well as the Dean of College of Health, Environment and Science
       attended this workshop that took place at Presque Isle.

       Dr. Patsy Ann Johnson conducted a workshop entitled “Rachel Carson as a Role Model: Encouraging Females to Consider
       Science Careers”, on October 19. Dr. Carolyn Steglich Dr. Vivienne Shaffer and Dr. Patsy Ann Johnson gave presentations.
       There were 38 in attendance, including the presenters. The CETP-PA Recruitment Video was shown.

2-5    As a result of Dr. Zipoli’s trip to Franklin and Marshall, she will be adopting the inquiry-based Physical Chemistry text authored
       by Dr. James Spencer.

        Several of the faculty of the targeted courses met with the NCISE evaluator, Dr. Joyce Kaiser, in addition to a meeting with Dr.
        Patsy Ann Johnson. Her report is pending. More specific information should be given about her visit, including the date of
        October 14.


Outcome 3 – Prospective Teachers: Prospective elementary and secondary science and mathematics teachers graduating from
SSHE Institutions have the Knowledge, skills and commitment to teach K-12 science and mathematics according to national and
Pensylvania standards

3-5   What are prospective teachers’ knowledge of and beliefs about effective mathematics and science teaching and learning?
3-6   How adequate and accurate is prospective teachers’ mathematics and science content knowledge?
3-7   How well prepared do faculty and cooperating teachers judge prospective teachers to be?
3-8   Do prospective teachers’ classroom practices reflect the content and instructional strategies called for in national and
      Pennsylvania standards?

SRU responses:

3-1     Given the surge in student interest in the CETP-PA scholarships (13 students applied in the fall), we anticipate growing
        knowledge and awareness of effective math and science education.
3-2     The chemistry department is actively recruiting secondary education majors to assist in tutoring and course support.
Diversity Outcome 4: Prospective elementary and secondary science and mathematics teachers enrolled in SSHE institutions
represent an increasingly large and diverse professional groups according to race, ethnicity and gender.

4-2 Is the number of undergraduates in each SSHE institution preparing to each elementary school, or secondary mathematics or
   science increasing?
4-2 Are the numbers of women and minorities in each SSHE institution preparing to teach elementary school, or secondary
mathematics and science increasing as the results of the initiatives undertaken by each SSHE institution?
4-5 What are the results of implementing the CETP-PA Recruitment Workgroup products and recommendations?

SRU responses:

      4-1 Dr. Patsy Ann Johnson conducted a workshop entitled “Rachel Carson as a Role Model: Encouraging Females to Consider
      Science Careers.” Thirty eight K-12 teachers and SRU faculty attended.

Outcome 5 - Field Experiences: Prospective teachers’ field experience is a well-integrated component of each SSHE institution’s
teacher preparation program as the program evolves during the CETP-PA project.
5.1. What components of each SSHE institution’s current field experience are identified for improvement under the CETP-PA
project, (e.g., supervision of prospective teachers)?
5-2. What strategies are implemented by each SSHE institution to strengthen prospective teachers’ field experience, (e.g., adopting a
different supervisory model, PDS involvement)?
5-3. How well do the improvement strategies reflect the products and recommendation of the CETP-PA Supervision Workgroup
when appropriate?
5-4. What are the results of each institution's efforts to improve the quality and integration of prospective teachers' field experiences
with their overall teacher preparation program, including anticipated reform?

SRU responses:
      none
Outcome 6 - K-12 Teachers K-12 teachers actively participating in CETP-PA-sponsored activities in each SSHE institution have
the knowledge, skills, and commitment to teach mathematics and science that reflect the content and constructivist strategies
contained in national and Pennsylvania standards.
6-1. What professional development opportunities are offered to K-12 teachers through each SSHE institution’s involvement with
CETP-PA?
6-2. Which K-12 teachers participate in CETP-PA-sponsored opportunities?
6-3. How do actively participating* K-12 teachers' knowledge of and beliefs about effective science and mathematics teaching and
learning change through their participation?
6-4. Is the confidence of actively participating K-12 teachers increasing regarding their ability to address content and use
constructivist strategies called for in national and Pennsylvania standards?
6-6. Do actively participating K-12 teachers' practices change during CETP-PA to more closely reflect the content and instructional
        called for in national and Pennsylvania standards?

SRU responses:

6-1    CETP-PA sponsored activities available to K-12 teachers

       Dr. Patrick Burkhart conducted a workshop entitled “Sifting Sands: The Coastal Geology and Ecology of Presque Isle” on Oct.
       5 at Presque Isle
       Dr. Patsy Ann Johnson conducted a workshop on Oct. 19 entitled “Rachel Carson as a Role Model: Encouraging Females to
       Consider Science Careers” SRU. Attendance is profiled in the following table.
                       Rachel Carson as a Role Model: Encouraging Females to Consider Science Careers
                                                      October 19, 2002
                                                         9:00-3:00
                                               K-12 School Seminar/Workshop

        System Faculty           CC Faculty               Secondary          Elementary           Prospective       Other
                                                           Teachers           Teachers             Teachers

        Math Science           Math Science           Math Science         Math Science         Math Science        Specif
            Other                  Other                  Other               Other                 Other             y
                                                                                                                    Below

                       3                              2      14       2           8       7                           *2


Other Participants:
       *biologist, non-profit organization director

       Dr. David McConnell of the Department of Geology at the University of Akron presented a seminar entitled “Teaching for
       Understanding: “Less Talk, More Action” at SRU on Oct. 25 at SRU.
       CETP-PA sponsored a trip to Franklin and Marshall College on Nov. 18 to observe Dr. James Spencer conduct an inquiry-
       based General Chemistry course.

6-2    The following teachers participated in the recent SRU Workshop at Presque Isle SP for the CETP-PA program, 5 October
       2002:
       Participant          School & Address
       Kathy Beck           Mercer Area SD (MASD)
       Kirby Burns          Slippery Rock SD (SRSD)
       Jody A. Christophe Ellwood City Area SD
       Betty Filer          SRSD
       Ross Hassler         Butler Area SD (BASD)
       Kristen Lambert      MASD
      Danielle Leonard      BASD
      Carla Ligo            SRSD
      Kurt B. Ligo          SRSD
      Sara Masters CCAC     CCAC
      Amy Mergenthaler      Mohawk Area HS
      Maryjo Peluso         New Castle Area SD
      Jacqueline Pfeiffer   S. Butler City Schools
      Jonica Walters        Ellwood City Area SD
      Harold Workman        Mohawk Elementary

6-3   The following are responses from the K-12 participants in the Oct. 5 workshop entitled “Shifting Sands: The Coastal Geology
      and Ecology of Presque Isle” conducted by Dr. Patrick Burkhart:

           How do actively participating* K-12 teachers' knowledge of and beliefs about effective science and mathematics
           teaching and learning change through their participation?
            Illustrate scientific concepts in startling audio/visual way – good for very active students, instead of chemicals or
           discipline to squelch their creativity and activity – change to constructive future use (in careers)
            The exposures have led to changes in practice toward a more constructivist methodology.
            I feel much more confident to plan and implement field application projects that incorporate math and sciences –
           especially because of the local resources offered here.
            Gain a better understanding of the fundamental principle of and importance of incorporating them into everyday
           classroom teaching.
            By learning about erosion and the way mankind tends to change the environment we can understand a little better the
           changes that have happened through the years & what might happen in the future & this way we can teach our students
           about the environment & how to conserve it.
            I was able to actually see, feel, and experience concepts that were just book learning before. I feel I can take the
           experience back to my classroom.
            Actually participating in experiences entices teachers to adapt them into their teaching strategies.
            My knowledge of and beliefs about effective science teaching and learning didn’t change, but is has given me a great
           tool for making science more interesting by using constructivist strategies.
            Reinforced and provided new ideas and approaches to student-directed learning.
            By participating firsthand, my knowledge of and belief of effective science and math teaching has changed. I found it
           to be more stimulating and interesting than before.
            Curriculum is much more interesting with hands on experiences.
            I always wanted to increase my students’ understanding of content. I think that this in conjunction with class note time
           would be the best way to present material.
            Gives you some new ideas and approaches. More content information. Motivational and gives a natural environment
           for learning science concepts.
6.4     Is the confidence of actively participating K-12 teachers increasing regarding their ability to address content and use
      constructivist strategies called for in national and Pennsylvania standards?
       Yes, it shows how to actively construct lessons, in my case combining math or physics with natural environments and
      3d problem – in outdoor activities. This gives me new ideas, both directly and in a style- of how to create more of the
      same type of thing.
       Yes (x2)
       Yes, it’s given me some things to think about and some great ideas.
       Activities such as today’s constructivist acquiring of knowledge about jetties, breakers, waves, & their effect on the
      environment, provides us with ideas to use in our classrooms.
       Very much so because the info given is relevant, current, and accurate. This is a very interesting way to include all
      students as well.
       Yes, participating in a constructivist workshop renews interest in the importance and usefulness of utilizing
      constructivist principles at all educational levels.
       I feel the activities will help me to restructure some of my classroom activities to be more constructivist.
       Yes, by actually participating in activities and experiences makes teachers more inclined to try the constructivist
      strategies.
       Participating increases confidence by actually seeing how it can be used and relating content to hands-on experience.
       Yes, as teachers practice constructivist learning their confidence increases because they gain firsthand experience.
       PSSA standards are stressing application of knowledge as well as analyzing and comparing. Also students are assessed
      in ability to write. Using these “field trips”, “hands on” activities are better remembered.
       Yes, this particular workshop has helped to increase knowledge of and ability to teach using constructivist methods.
6.5    Do actively participating K-12 teachers' practices change during CETP-PA to more closely reflect the content and
       instructional called for in national and Pennsylvania standards?
        Yes, by participating in constructivist-based seminars like this one, I am more motivated to teach in this manner in
       my classroom.
        What kinds of things/activities I do in my classroom will include more constructivist strategies.
        As long as these standards and CETP-PA methods stay in unison. I don’t feel that I am literate in the National
       Standards. I have dealt with them and wrote objectives and assessments. They do not always seem that apparent in my
       day to day teaching. However, I do feel that this workshop aids my understanding and reflection towards PA and
       National Standards.
        By being exposed to constructivist strategies & in turn giving this experience to our students they will (hopefully) be
       able to understand concepts better by exploring them first-hand & that way be better able (hopefully) to reflect national
       & PA’s standards
        Yes – more ideas occur to me, as I see specific lesson activities played out, especially active learning. For instance, I
       saw to what extent activities should be written out in handouts for the students to write-up – during the activities, not
       homework.
        From this point on for me – yes.
        Yes they do. Exposure to constructivist teaching and instruction does lead to change in classroom practice. I have
       employed more student-centered activities in my teaching.
               I will use what I learned as I structure a new unit on Earth Science that I will be teaching this year.
               Yes – new ideas are always needed to enrich curriculum & teachers’ presentations of that curriculum.
               Yes, the more knowledge I gain on methods I learn during CETP-PA workshops only help to support the content &
              instruction called for in PA standards.
               Of course.
               Yes.
               Yes, students will be tested in Environment & Science related curriculum next year.

                       Rachel Carson as a Role Model: Encouraging Females to Consider Science Careers
                                                      October 19, 2002
                                              Summary of Participant Responses


The following ideas were given as important learning at this workshop:
       biographical information about Rachel Carson
       significant effects of Rachel Carson’s writings
       detrimental effects of male-oriented advertisements
       careers related to more than one area of student interest
       preponderance of male role models in education videotapes
       need for students to investigate careers despite peer and parental pressures
       importance of students following their own dreams and doing what they desire
       value of multidisciplinary instruction
       numerous ways to encourage and empower females
       prevalence of gender bias
       effects of grouping students
       high proportion of women choosing one of a seven careers
       importance of encouraging males and females in science fields
       difference that teachers can make in students’ lives
       schools can inspire students to change the world
       definition of science as illuminating, uncovering, and revealing
       disservice done to women in not promoting scientific careers
       practical ways to keep female students interested in science
       how little is known by many teachers about women scientists
       value of guest speakers in schools

The following parts of this workshop were considered interesting or useful:
       handouts
       specific books and websites to use to inspire students
       middle school students’ drawings of scientists
       statistical information about women in science careers
       demonstration of the interactive career game on the Internet developed by SRU faculty
       presentation about Rachel Carson’s life
       ways to use Rachel Carson as a role model
       information about the Rachel Carson Homestead

Outcome 7 - Infrastructure and Culture SSHE institutions support an infrastructure and culture that promotes excellence in the
preparation of elementary and secondary mathematics and science teachers.
7-1. What are the key CETP-PA-related activities carried out by the Center for Mathematics, Science, and Technology in each
SSHE institution?
7-2. Are new resources of the Center in each SSHE institution sufficient to achieve the CETP-PA project outcomes?
7-3. How is each Center meeting CETP-PA expectations and requirements?
7-4. What evidence is there that the institution supports efforts to improve the quality of the institution’s elementary, mathematics,
and science teacher preparation?
7-5. What changes are made to enhance the quality and effectiveness of elementary, science, and mathematics teacher preparation at
each SSHE institution?
7-6. What CETP-PA-sponsored changes are made to enhance the quality and effectiveness of community college mathematics and
science teacher preparation?
7-7. What plans has each SSHE campus to adopt CETP-PA sponsored courses, faculty development activities, and/or field experience
reforms permanently?
7-8. What other connections are there to other projects?
  SRU responses:

  7-1
                                 Center for Mathematics, Science, and Technology Education
                                  212 McKay Education Building, Slippery Rock University

             System Faculty        CC Faculty             Secondary         Elementary            Prospective   Other
                                                           Teachers          Teachers              Teachers
 Month
           Math    Science     Math Science       Math      Science       Math Science       Math Science       Specif
           Other               Other              Other                      Other           Other                y
                                                                                                                Below

 October            1                               1        2                  1             2       2          *2


November                                                     3                                        1


December            1                                                                                            **3



  Other Participants:
  *external evaluator; parent
  **SPED system faculty; ELEC system faculty
                                                 January, February, March of 2003


Only report activities that are a result of, are implemented in collaboration with, or modified due to CETP-PA funding. Please address
only those questions that are applicable to your team during this reporting period.


Outcome1 - Courses: Science, mathematics, and teacher education courses taken by prospective teachers in System universities
address the content and use the constructivist strategies contained in national and Pennsylvania standards.
1-1. What science, mathematics, and teacher education courses offered by each SSHE campus are selected for revision* to more
closely reflect national and Pennsylvania standards? (*Revision includes plans to develop new courses, drop existing courses, and
change existing courses.)
1-2. What changes are made to each of the courses?
1-3. How well do the revised courses reflect the recommendations and products of the statewide workgroups?
1-4. How well do the revised courses reflect the content and constructivist strategies contained in national and Pennsylvania
     standards?

___ Check here if previous to this date of report, no action needed to be taken to meet this outcome.

___ Check here if previous to this date of report, no action has been taken or progress has been made.

    Benchmarks:
    a. Four courses must be identified as CETPPA courses.
    b. Baseline data from each of these courses must be collected.
    c. These courses must have a syllabus that provides evidence that they are aligned with the state standards and have evidence
       (score 4 or 5 on the PCO) of the use of constructivist teaching and learning strategies.

    Evidence of Dissemination of Information (e.g., journal articles submitted, newspaper articles printed, etc.):
    Note: Please give complete references for any dissemination items. Please include here, or elsewhere as appropriate, any other
    specific products which have been developed, i.e. software, CDs, videos, brochures.
SRU Responses:
1-1, 1-2 Table Reflecting Current Status of CETP Targeted Courses and Courses Reflecting Changes in Pedagogy

Course Title          Course number         Current CETP Eval     Past CETP Eval         Syllabus              Content/method
                                                                                         Enhancement           Enhancement
Concepts of Science   64-101                Yes                   Yes                    Yes                   Yes
Teaching of           17-342                Yes                   Yes                    Yes                   Yes
Elementary Math
Teaching of           17-362                No                    No                     Unknown               Yes
Elementary Science
Teaching Integrated   15-676                Yes                   Yes                    Yes                   Yes
Science and Math
Elementary            52-118                No                    No                     Unknown               Yes
Geometry
Environmental         34-100                No                    No                     Yes                   Yes
Geology
Environmental         34-110                No                    No                     Yes                   Yes
Geology Laboratory
Introductory          12-104                No                    No                     Yes                   Yes
Chemistry I
General Chemistry I   12-107                No                    No                     No                    Yes

1-2, 1-3, 1-4 Assessment is ongoing. We are compiling an inventory of classroom observations that have been completed over the last
two years. This inventory will promote better assessment of the status of each course.
Outcome2 - Faculty: Science, mathematics, and teacher education faculty in System universities have the knowledge, skills, and
commitment to teach courses that reflect the content and constructivist strategies contained in national and Pennsylvania
standards.
2-1. What involvement do university faculty have through CETP-PA?
2-2. Which university faculty actively participates in CETP-PA activities?
2-3. What are faculty knowledge of and beliefs about effective science and mathematics teaching and learning?
2-4. How confident are faculty in their ability to address content and use constructivist strategies called for in national and
     Pennsylvania standards?
2-5. Do faculty teaching styles and practices change during CETP-PA to more closely reflect the content and instructional strategies
     called for in national and Pennsylvania standards?


___ Check here if previous to this date of report, no action needed to be taken to meet this outcome.

___ Check here if previous to this date of report, no action has been taken or progress has been made.

    Benchmarks:
    a. CETPPA faculty demonstrate constructivist teaching and learning strategies as evidenced by a score of 4 or 5 on the PCO.
    b. CETPPA faculty attend one or more workshops or conferences sponsored by CETPPA.

    Evidence of Dissemination of Information (e.g., journal articles submitted, newspaper articles printed, etc.):
    Note: Please give complete references for any dissemination items. Please include here, or elsewhere as appropriate, any other
    specific products which have been developed, i.e. software, CDs, videos, brochures.

SRU Responses:
2-1,2: Sisak, Johnson, and Burkhart attended the CETP-PA steering committee meeting with the NSF Visiting Committee and the
NCISE team. SRU team meetings occurred monthly, having been well attended by faculty from Math and Sciences.
Outcome 3 - Prospective Teachers: Prospective elementary and secondary science and mathematics teachers graduating from
System universities have the knowledge, skills, and commitment to teach K-12 science and mathematics according to national and
Pennsylvania standards.
3-1. What are prospective teachers’ knowledge of and beliefs about effective mathematics and science teaching and learning?
3-2. How adequate and accurate is prospective teachers’ mathematics and science content knowledge?
3-3. How well prepared do faculty and cooperating teachers judge prospective teachers to be?
3-4. Do prospective teachers’ classroom practices reflect the content and instructional strategies called for in national and
     Pennsylvania standards?


___ Check here if previous to this date of report, no action needed to be taken to meet this outcome.

___ Check here if previous to this date of report, no action has been taken or progress has been made.

    Benchmarks:
    a. CETP-PA students must demonstrate the ability to lead constructivist educational environments that contain content aligned
       with the state standards during their field experiences while enrolled in their respective teacher preparation program.


SRU Response:
3-1: Lori Seman, CETP SRU teaching scholar reports: She is working with Dr. Sisak as a tutor in Intro to Chem. They are
conducting a research project to assess how Blackboard affects student performance in class. Practice quizzes and class notes are
available on-line to enhance learning.
Diversity Outcome 4: Prospective elementary and secondary science and mathematics teachers enrolled in System universities
represent an increasingly large and diverse professional group according to race, ethnicity, and gender.
4-1. Is the number of undergraduates in each university preparing to teach elementary school, or secondary mathematics or science
increasing?
4-2. Are the numbers of women and minorities in each university preparing to teach elementary school, or secondary mathematics or
science increasing?
4-3. What are the results of initiatives undertaken by each university to increase the numbers of undergraduates preparing to teach,
especially women and minorities?
4-4. What are the results of implementing the CETP-PA Recruitment Workgroup products and recommendations?


___ Check here if previous to this date of report, no action needed to be taken to meet this outcome.

__X_ Check here if previous to this date of report, no action has been taken or progress has been made.

    Benchmarks:
    a. All the Universities and Community Colleges involved in the CETP-PA should establish partnerships with their respective
       University Admissions office and Directors looking specifically at methods of student recruitment. Apply those tools and
       vehicles and modify them for student recruitment targeting for math and science education. This partnership must be
       established by spring 2002 and must be on going thereafter.
    b. Establish partnerships with "Career Services" and participate with them on any on-going projects to facilitate CETP-PA
       recruitment objectives.
    c. Each CETP-PA university and each CETP-PA community college must have one math/science outreach activity each term
       beginning from Spring 2002.
    d. Each local team must have a representative in the Recruitment work group by spring 2002.
    e. List of students in place for the teacher scholar program by spring 2002 for award in fall 2002.



SRU Responses:
4-3: Trevor Gardner, CETP SRU teaching scholar, reports advertising CETP to incoming first year students at Orientation events.
Persons visiting his booth were shown the video and directed to the CMSTE website. Three of twenty students spoken with at the last
event displayed great interest.
4-4: Michael Bobby, CETP SRU teaching scholar, reports working with Admissions to document the use of CETP recruitment videos
and CDs – where they were sent, who they were shown, and how can student responses be increased.


Field Experiences Outcome 5: Prospective teachers’ field experience is a well-integrated component of each System university’s
teacher preparation program as the program evolves during the CETP-PA project.
5-1. What components of each university’s current field experience are identified for improvement under the CETP-PA project, (e.g.,
     supervision of prospective teachers)?
5-2. What strategies are implemented by each university to strengthen prospective teachers’ field experience, (e.g., adopting a different
     supervisory model, PDS involvement)?
5-3. How well do the improvement strategies reflect the products and recommendations of the CETP-PA Statewide Supervision
     Workgroup when appropriate?
5-4. What are the results of each institution’s efforts to improve the quality and integration of prospective teachers’ field experiences
     with their overall teacher preparation program, including anticipated reforms?


___ Check here if previous to this date of report, no action needed to be taken to meet this outcome.

___ Check here if previous to this date of report, no action has been taken or progress has been made.


    Benchmarks:
    a. National standards for the alignment of supervision practices in the state with those standards will be reported by the
       supervision workgroup in the summer of 2002.

    Evidence of Dissemination of Information (e.g., journal articles submitted, newspaper articles printed, etc.):
    Note: Please give complete references for any dissemination items. Please include here, or elsewhere as appropriate, any other
    specific products which have been developed, i.e. software, CDs, videos, brochures.
     SRU Responses:
        5-2: Mrs. Robb, a co-operating teacher from the Butler Area District, has been working with our Mathematics/Science field
students the past three semesters. This semester she is working with one of our CETP Teacher Scholar Awardees. At CETP-PA
SRU, we believe that to keep our program strong we need to recognize those people who have given us assistance with our program
and at the same time build support with k-12 classroom teachers. We are supporting Mrs. Robb’s and Mark Hogue’s participation in
a Writing in Mathematics Workshop, May 27, 2003
        Mrs. Robb is assisting our Teacher Scholar, Mark Hogue, with a project that he has to complete as part of his fulfillment for
the scholarship. Mrs. Robb will be presenting at the annual CETP conference at Edinboro University in August 2003 along with Mark
and Dr. Judy Werner, his advisor.

K-12 Teachers Outcome 6: K-12 teachers actively participating in CETP-PA-sponsored activities in each System university have
the knowledge, skills, and commitment to teach mathematics and science that reflect the content and constructivist strategies
contained in national and Pennsylvania standards.
6-1. What professional development opportunities are offered to K-12 teachers through each university’s involvement with CETP-PA?
6-2. Which K-12 teachers participate in CETP-PA-sponsored opportunities?
6-3. How do actively participating K-12 teachers’ knowledge of and beliefs about effective mathematics and science teaching and
     learning change through their participation?
6-4. Is the confidence of actively participating K-12 teachers increasing regarding their ability to address content and use constructivist
     strategies called for in national and Pennsylvania standards?
6-5. Do actively participating K-12 teachers’ practices change during CETP-PA to reflect more closely the content and instructional
     strategies called for in national and Pennsylvania standards?



___ Check here if previous to this date of report, no action needed to be taken to meet this outcome.

___ Check here if previous to this date of report, no action has been taken or progress has been made.

    Benchmarks:
    a. No specific benchmark for year two other than a push for elementary science and math certification as a program of study at
       each of the SSHE universities.
    Evidence of Dissemination of Information (e.g., journal articles submitted, newspaper articles printed, etc.):
    Note: Please give complete references for any dissemination items. Please include here, or elsewhere as appropriate, any other
    specific products which have been developed, i.e. software, CDs, videos, brochures.


SRU Responses:
6-2: Ms. Connie Tack, a K-12 teacher, attended the March SRU Team meeting, where we discussed the Strategic Plan for years 4 and
5. Her sharing of K-12 perspectives were valuable.

Infrastructure and Culture Outcome 7: System universities support an infrastructure and culture that promotes excellence in the
preparation of elementary and secondary mathematics and science teachers.
7-1. What are the key CETP-PA-related activities carried out by the Center for Mathematics, Science, and Technology in each
university?
7-2. Are the resources of the Center in each university sufficient to achieve the CETP-PA project outcomes?
7-3. How is each Center meeting CETP-PA expectations and requirements?
7-4. What evidence is there that the institution supports efforts to improve the quality of the institution’s elementary, mathematics, and
     science teacher preparation?
7-5. What changes are made to enhance the quality and effectiveness of elementary, science, and mathematics teacher preparation at
     each university?
7-6. What CETP-PA-sponsored changes are made to enhance the quality and effectiveness of community college mathematics and
     science courses for prospective teachers transferring to System universities?
7-7. What plans has each university to adopt CETP-PA sponsored courses, faculty development activities, and/or field experience
     reforms permanently?
7-8. What other connections are there to other projects?



___ Check here if previous to this date of report, no action needed to be taken to meet this outcome.
___ Check here if previous to this date of report, no action has been taken or progress has been made.

    Benchmarks:
    a. Centers in operation - Physical space committed and operational and website maintained (i.e., team directory, local events,
       level two funding events).
    b. CETP-PA professional development activity offered to K-16 faculty by each Center twice a year.
    c. Center resources advertised as available to community college; university; K-12 faculty; and preservice science, math, and
       elementary teachers.
    d. Develop instruments and mechanism for documenting center usage (with respect to material distribution and/or circulation,
       visitors, attendance to center, etc.) and website usage (with respect to a counter and inquiry page).

    Evidence of Dissemination of Information (e.g., journal articles submitted, newspaper articles printed, etc.):
    Note: Please give complete references for any dissemination items. Please include here, or elsewhere as appropriate, any other
    specific products which have been developed, i.e. software, CDs, videos, brochures.
Documentation of CETP-PA Campus Activities in This Reporting Period (This Year)



                                                                   Types of Participants
               Number of
                Events        System     CC Faculty*   Secondary      Elementary    Prospective      Other*        TOTAL #
 CETP-PA                     Faculty*                  Teachers*      Teachers*      Teachers*      (Specify     PARTICIPAN
 CAMPUS                                                                                              Below)            TS*
ACTIVITIES     This    This This Thi This This This This This This This This                       This   This    This     This
               Repor   Year Repor  s  Repor Year Repor Year Repor Year Repor Year                 Report Year    Report Year
                 t            t   Yea   t          t          t          t
                                   r
Campus Team     3      3    S-5   S-5            S-1   S-1             3     3
Meetings                    M-2   M-2
On-campus
Seminars/
Workshops
K-12 School
Seminars/
Workshops
Use of
Math/Science    TBA
Center
Regional/Statew             S-2    S-2
ide CETP-PA                 Ed-1   Ed-
Conferences/W     1    1           1
ork-
shops
CETP-PA
Statewide
Workgroup
Meetings
Use of Center
Web Site
Other:

Other:

    TOTAL           4     4        10      10                   1        1       3   3
  NUMBER
*Please identify the number of science persons as S-# and math persons as M-#.
Other Participants:

								
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