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USM K-16 Framework: USM K-16 Framework: Opportunities for New Opportunities for New

Faculty IdentitiesFaculty Identities

Making the walls between campus and Making the walls between campus and community more permeablecommunity more permeable

American Association of Colleges and UniversitiesFaculty Work and The New Academy

Presenters: Lynn Harbinson, E=mc² Project Manager; Dewayne Morgan, Research Analyst; Danielle Susskind, Research Associate

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USM Policy on Faculty K-16 USM Policy on Faculty K-16 EngagementEngagement

The assessment of teaching, The assessment of teaching, research/scholarship/creative research/scholarship/creative activities, and service during the activities, and service during the promotion and tenure process shall promotion and tenure process shall give appropriate recognition, give appropriate recognition, consistent with the institution's consistent with the institution's mission, to faculty accomplishments mission, to faculty accomplishments that are collaborative, that are collaborative, interdisciplinary, and inter-institutional interdisciplinary, and inter-institutional and to faculty innovations in areas and to faculty innovations in areas such as undergraduate education, such as undergraduate education, minority-achievement programs, minority-achievement programs, K-16 K-16 curriculum developmentcurriculum development, and , and technology-enhanced learning.technology-enhanced learning.

Board of Regents Bylaws, Procedures, and Policies II - 1.00 UNIVERSITY SYSTEM POLICY ON APPOINTMENT, RANK, AND TENURE OF FACULTY

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What is P-16?What is P-16?

Seamless educational Seamless educational alignment from kindergarten alignment from kindergarten through collegethrough college

Raising standards and Raising standards and expectations for both expectations for both students and teachersstudents and teachers

Collaboration among Collaboration among diverse educational diverse educational segments and with the segments and with the larger community to larger community to improve student learning improve student learning outcomesoutcomes

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Why P-16 Partnerships?Why P-16 Partnerships?

The whole is greater The whole is greater than the sum of its than the sum of its

partspartsAristotleAristotle

Metaphysica, 3-Metaphysica, 3-1078b1078b

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Building P-20 PartnershipsBuilding P-20 Partnerships

Prince George’s Public Schools is the 18Prince George’s Public Schools is the 18thth largest school system in the US and largest school system in the US and second largest in the statesecond largest in the state

Over 137,000 students and 200 schoolsOver 137,000 students and 200 schools

At the beginning of the project, teacher At the beginning of the project, teacher retention was below 50% after two yearsretention was below 50% after two years

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Addressing Addressing Challenges: How to...Challenges: How to...

Improve teacher retention in the county Improve teacher retention in the county schoolsschools

Recruit more high quality science and Recruit more high quality science and mathematics teachers for county schoolsmathematics teachers for county schools

Establish more sustainable partnerships Establish more sustainable partnerships through PDSs in Prince George’s Countythrough PDSs in Prince George’s County

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Partnering for ChangePartnering for ChangeUniversity System of MarylandUniversity System of Maryland

Prince George’s County Public SchoolsPrince George’s County Public Schools

University of Maryland College ParkUniversity of Maryland College Park

Towson UniversityTowson University

Bowie State UniversityBowie State University

Prince George’s Community CollegePrince George’s Community College

Maryland Business Round TableMaryland Business Round Table

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Faculty Roles in Project LINCFaculty Roles in Project LINC

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Faculty FellowsFaculty Fellows

Joseph ToppingJoseph Topping Analytical ChemistryAnalytical Chemistry

Susie FeldmanSusie Feldman

Cell BiologistCell Biologist

Jennifer ScottJennifer Scott AstronomistAstronomist

Phuoc HaPhuoc Ha

Particle PhysicistParticle Physicist

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Vertically Integrated Vertically Integrated Partnerships K-16 (VIP K-16)Partnerships K-16 (VIP K-16)

$7.5-million, 5-year $7.5-million, 5-year Math and Science PartnershipMath and Science Partnership grant of the National Science Foundation.grant of the National Science Foundation.

Designed to bring Designed to bring inquiry science instructioninquiry science instruction to high- to high-school and university students. Partners include:school and university students. Partners include: 1 public school system, 1 community college, and 7 USM 1 public school system, 1 community college, and 7 USM

IHEsIHEs Goals:Goals:

Develop a sustainable learning communityDevelop a sustainable learning community Enrich science teacher knowledgeEnrich science teacher knowledge Engage college faculty in enriching their teaching and Engage college faculty in enriching their teaching and

pedagogypedagogy

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VIP K-16 Activities Involving VIP K-16 Activities Involving IHE Faculty IHE Faculty

Course RedesignCourse Redesign

Summer internships for HS teachers to work Summer internships for HS teachers to work with IHE facultywith IHE faculty

Professional learning communitiesProfessional learning communities

Dissemination of their results to the P-16 Dissemination of their results to the P-16 CommunityCommunity

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VIP K-16 Challenges to VIP K-16 Challenges to Faculty EngagementFaculty Engagement

Different cultures among schools and Different cultures among schools and universitiesuniversitiesGeography- distance between institutions and Geography- distance between institutions and school systemschool systemLittle knowledge of educational research among Little knowledge of educational research among Master Science Teachers, faculty fellows, and Master Science Teachers, faculty fellows, and project staffproject staffSystemic barriers to change instructional Systemic barriers to change instructional practicespractices““Publish or perish”-strong pressure to do Publish or perish”-strong pressure to do researchresearch

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CASHÉ: Change and Sustainability CASHÉ: Change and Sustainability in Higher Educationin Higher Education

A three-year study that A three-year study that seeks to document seeks to document curriculum transformation, curriculum transformation, faculty engagement, and faculty engagement, and sustainable change among sustainable change among higher education higher education institutions involved in institutions involved in NSF Math and Science NSF Math and Science Partnership (MSP) Partnership (MSP) Projects.Projects.

- States in which partnerships are active

- Lead institutions / Comprehensive partnership projects

- Lead institutions / Targeted partnership projects

- Lead institutions / Institute partnership projects

Math and Science Partnership ProgramNational Distribution of Partnership Activity

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CASHÉ: GoalsCASHÉ: Goals

Discover Discover how MSPs have changed undergraduate STEM how MSPs have changed undergraduate STEM education and teacher preparationeducation and teacher preparation at participating higher education at participating higher education institutionsinstitutions

Identify what Identify what strategies MSPs have used to engage facultystrategies MSPs have used to engage faculty in these in these change initiativeschange initiatives

Assess the Assess the impact (if any) that MSPs have had on campus culture, impact (if any) that MSPs have had on campus culture, policies, and prioritiespolicies, and priorities in such areas as hiring, promotion and tenure, in such areas as hiring, promotion and tenure,

faculty advancement, faculty development, and rewards structuresfaculty advancement, faculty development, and rewards structures

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Discussion QuestionsDiscussion Questions

Primary Questions:Primary Questions:1.1. How do faculty communities view partnerships with the K-12 How do faculty communities view partnerships with the K-12

community? Are they programs of scholarship or community community? Are they programs of scholarship or community service? service?

2.2. In your experiences, what types of incentives are institutions In your experiences, what types of incentives are institutions using to encourage and reward higher education faculty using to encourage and reward higher education faculty involvement in P-16 initiatives?  involvement in P-16 initiatives? 

a.a. Which appear to be the most effective in terms of numbers Which appear to be the most effective in terms of numbers of faculty involved and depth of engagement and of faculty involved and depth of engagement and participation?participation?

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Discussion QuestionsDiscussion Questions

3.3. To what extent has your institution created or adopted To what extent has your institution created or adopted some form of the "community of practice" model to some form of the "community of practice" model to engage higher education faculty in P-16 activities?  engage higher education faculty in P-16 activities?  a.a. How are these communities structured and defined?  How are these communities structured and defined?  b.b. How do these communities contribute to and support How do these communities contribute to and support

broader broader institutional objectives?institutional objectives?

4.4. Have faculty in certain disciplines at your institution been Have faculty in certain disciplines at your institution been able to make more headway than others through their able to make more headway than others through their involvement in P-16 initiatives? involvement in P-16 initiatives? a.a. If so, what internal and external factors account for If so, what internal and external factors account for

these differences?these differences?

Conversation PointsConversation Points

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To what extent has your institution created or adopted some form of the "community of practice" model to engage higher education faculty in P-16 activities?  How are these communities structured and defined?  How do these communities contribute to and support broader institutional objectives?

CONTACT INFORMATIONCONTACT INFORMATION

Lynn HarbinsonLynn Harbinson, , E=mc² Project Manager, E=mc² Project Manager, University System of Maryland, University System of Maryland, lharbinson@usmd.edu

Dewayne MorganDewayne Morgan, , Research Analyst, University Research Analyst, University System of Maryland, System of Maryland, dmorgan@usmd.edu

Danielle SusskindDanielle Susskind, , P-20 Project Specialist, P-20 Project Specialist, University System of Maryland, University System of Maryland, dsusskind@usmd.edu

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