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Context, Pedagogy, and Gender: Evaluating Engineering Education
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| Presenter(s):
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| Mary Moriarty, Smith College, mmoriart@smith.edu
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| Abstract:
This paper reports on the results of a two year evaluation of the overall operation and impact of the Picker Engineering Program at Smith College. Smith's engineering program was founded in 1999 specifically to respond to the critical challenges of recruiting and training women engineers. The program, now in operation for 9 years has graduated 117 women engineers, 22% of whom identify as women of color. The program provides a unique context in that it is 1) all women, and 2) is situated in a liberal arts institution. There are also a number of challenges associated with the evaluation of a program in such a context with little comparative data. The evaluation focused on defining the nature of the program through an examination of the beliefs and practices of departmental faculty and an examination of how the single-sex environment influence the progression, choice, and growth of women in the engineering?
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Outcomes Evaluation for Simulation-Enhanced Education in Healthcare: Kirkpatrick Revisited
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| Presenter(s):
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| Kathryn Parker, Hospital for Sick Children, kathryn.parker@sickkids.ca
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| Kelly McMillen, Hospital for Sick Children, kelly.mcmillen@sickkids.ca
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| Abstract:
Donald Kirkpatrick's outcomes evaluation model (1959) has enjoyed remarkable utility and transportability since its inception. Business, professional development, and health sciences have used variations it to determine the merit of educational programming (Kaufman, Keller, & Watkins, 1995; Molenda, Pershing, & Reigeluth, 1996; Phillips, 1994). Educational researchers, however, argue that the model is flawed; specifically, that the assumptions of the model are problematic (Alliger & Janak, 1989; Bernthal, 1995). The absence of strong inter-correlations and evidence of causal linkages between the levels speak to the need to incorporate learning and behaviour change theories into an outcomes model. The impact of simulation as a pedagogical tool on the learning process is one informed by behaviourist, constructivist, and contextualized learning theories and as such requires an evaluation framework that reflects their theoretical underpinnings. This paper describes an outcomes evaluation model which incorporates components of these theories. Applications of this model are also illustrated.
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Transitioning From Industry Into Teaching: Lessons Learned From an Alternative Route to Mathematics and Science Teaching Program
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| Presenter(s):
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| Bonnie Swan, University of Central Florida, bswan@mail.ucf.edu
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| Theresa Becker, University of Central Florida, tbecker@fullsail.com
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| Abstract:
Because of the teacher shortage, new pathways into mathematics teaching are emerging. This study focuses on evaluation results from the fifth year study of Transition to Mathematics and Science Teaching (TMAST), a university-based induction program. TMAST is popular for individuals with interest in becoming teachers as a second career choice, who have backgrounds in the areas of science, technology, engineering and mathematics (STEM). The purpose was to investigate the program's effectiveness, sustainability, a generic model for longitudinal evaluation, and guidance for improving the program. Specific information was sought concerning the impact that TMAST had on teaching effectiveness, professional development, and perceptions of program participants and about how their participation may have affected their students' motivation and their students' achievement, what factors led them into teaching, what surprised them the most, what elements of support they needed the most, and what is needed for them to remain in the teaching field.
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A Longitudinal Analysis of Science, Tehnology, Engineering and Mathematics (STEM) Faculty Engagement in a Math and Science Partnership Project
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| Presenter(s):
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| Ning Rui, Research for Better Schools, rui@rbs.org
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| Jill Feldman, Research for Better Schools, feldman@rbs.org
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| Abstract:
Drawing on four years of survey data, the present study explores sources of variance that predict breadth and intensity of engagement among college faculty in a National Science Foundation Math & Science Partnership project during 2003-2007. Building upon descriptive studies of faculty engagement and developmental theories on breadth and intensity as two separable dimensions of engagement, a three-level hierarchical linear model is applied to explain the proportion of variance attributable to temporal, individual, and institutional level variables, respectively. Results indicate that effects of between-person predictors on engagement vary across institutions for intensity but not for breadth. Implications for practice and research about effective engagement of college faculty in similar efforts to reform secondary mathematics and science education are discussed.
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