ERIC ED383274: Project Impact: Disseminating Innovation in Undergraduate Education. Conference Proceedings (Arlington, Virginia, May 31-June 3, 1994).

123 Pages·1994·3.3 MB·English

by  ERIC

DOCUMENT RESUME
HE 028 387
ED 383 274
Project Impact: Disseminating Innovation in
TITLE
Undergraduate Education. Conference Proceedings
(Arlington, Virginia, May 31-June 3, 1994).
National Science Foundation, Arlington, VA.
INSTITUTION
Directorate for Education and Human Resources.
NSF-95-69
REPORT NO
PUB DATE
94
NOTE
123p.
National Science Foundation, Division of
AVAILABLE FROM
Undergraduate Education, Directorate for Education
and Human Resources, 4201 Wilson Blvd., Arlington, VA
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Conference Proceedings (021)
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Biology; Chemistry; *College Curriculum; *College
DESCRIPTORS
Instruction; Computer Science Education; Engineering
Education; Higher Education; *Information
Dissemination; *Instructional Innovation; Mathematics
Education; Physics; Research Utilization; *Science
Education; Social Sciences; *Undergraduate Study
ABSTRACT
These proceedings report the efforts of National
Science Foundation researchers to disseminate innovations in
undergraduate education. Section 1 contains forewords and keynote
Lane, and Luther S. Williams.
addresses by Robert F. Watson, Neal F.
Section 2 contains overviews on dissemination and publishing
including "Full-Scale Implementation: The Interactive 'Whole Story'"
by Susan B. Millar; "Awareness, Access, Assistance: Dissemination
Reconsidered" by Donald P. Ely; and "Getting the Word Out:
Disseminating Innovation by Means of Traditional and Electronic
Publishing" by Jay Sivin-Kachala and Maryellen Kohn. Section 3
contains essays on innovations in specific disciplines, including the
"The Nature of Efforts To Effect
following titles:
(1)
Interdisciplinary Reforms: Drivers, Barriers, and Strategies for
(2) "Current Trends in Undergraduate
Dissemination" (Steve Landry);
(3) "Chemistry Education: Innovations and
Biology" (Jeffrey L. Fox);
(4) "Education Projects in Computer
Dissemination" (T.
L. Nally);
(5) "Engineering Curricula: Beginning a New
Science" (A. Joe Turner);
(6) "Keep on Moving: Energizers in Mathematics
Era" (Lyle D. Feisel);
(7) "Bridging the Gap:
Education Reform" (Brian Winkel);
Disseminating Physics Innovations" (Robert H. Romer); and (8) "From
Idea to Impact: Realizing Educational Innovation in the Social
Sciences" (Kenneth E. Foote). Section 4 contains a list of conference
participants and participating publishers.
(MDM)
***********************************************************************
*
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*
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from the original document.
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PERMISSION TO REPRODUCE THIS
MATERIAL HAS BEEN GRANTED BY
National Science
Foundation
TO THE EDUCATIONAL RESOURCES
CENTER
(ERIC)."
INFORMATION
National Science Foundation
.
.',
.
.
Division of Undergraduate Education
U.S. DEPARTMENT OF EDUCATION
Resour
Improvement
Directorate for Education and Human
01140 of Educational ROSOArCh and
EDUCATIONAL RESOURCES INFORMATION
4201 Wilsoti Boulevailre
CENTER (ERIC)
his document has been reproduced as
Arlington, VA 22230
received from the person or organization
originating if
0 Minor changos have been made to
improve reproduction quality
Points ol view or opinions stated in this
document do not necessarily represent
Oficial OERI position or policy.
2.
Afl', re PI
v
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Project
referenced in this document are found in
Abstracts and Itotiter information about the projects
Abstracts of Projects: Things That
Impact: Disseminating Innovation in Undergraduate Education,
Work,
NSF 95-70.
Project Impact:
Disseminating Innovation in
Undergraduate Education
Conference Proceedings
National Science Foundation
Division of Undergraduate Education
Directorate for Education and Human Resources
4201 Wilson Boulevard
Arlington, VA 22230
PROJECT IMPACT: DISSEMINATING INNOVATION
UNDERGRADUATE EDUCATION
IN
May 31June 3, 1994
Crystal Gateway Marriott
1700 Jefferson Davis Highway
Arlington, Virginia 22202
Division of Undergraduate Education
Directorate for Education and Human Resources
National Science Foundation
PARTICIPATING AGENCIES:
United States Department of Agriculture
United States Department of Education
National Aeronautics and Space Administration
National Institutes of Health
Division of Research, Evaluation and Dissemination, NSF
Division of Elementary, Secondary and Informal Education, NSF
Division of Engineering Education and Centers. NSF
Division of Materials Research, NSF
CONFERENCE ORGANIZING COMMITTEE:
Ann McNeal, DUE/EHR, Conference Coordinator
Win Aung, EEC/ENG
William Haver, DUE/EHR
Donald Kirk. DUE/EHR
Kenneth Krane, DUE/EHR
Herbert Levitan, DUE/EHR
James Lightboume, DUE/EHR
Andrew Molnar, RED/EHR
Stanley Pine, DUE/EHR
Gerhard Salinger, ESIE/EHR
Chalmers Sechrist, DUE/EHR
Ted Sjoerdsma, DUE/El -IR
Special thanks to McGraw-Hill Publishers for their sponsorship of the opening reception.
Table of Contents
Section 1: Introductory Material
Ann P. McNeal
Introduction
Luther S. Williams
4
Foreword
Robert F. Watson
Foreword
5
Neal F. Lane
6
Keynote Address
Luther S. Williams
10
Keynote Address
Section II: Overviews on Dissemination and Publishing
Susan B. Millar
Full -Scale Implementation: The. Interactive "Whole Story"
14
Donald P. Ely
Awareness, Access, Assistance: Dissemination Reconsidered
19
Getting the Word Out: Disseminating Innovation by Means of Traditional and Electronic Publishing
Jay Sivin- Kachala and Maryellen Kohn
24
Section III: The Disciplines
The Nature of Efforts To Effect interdisciplinary Reform: Drivers, Barriers, and Strategies for
Steve Landry
Dissemination
Foy
44
Current Trends in Undergraduate Biology ,h1frey !
50
T.L. Nally
Chemistry Education: Innovations and Dissemination
A. Joe Turner
57
Education Projects in Computer Science
Lyle D. Feisel
61
Engineering Curricula: Beginning a New Era
Brian Winkel
Keep on MovingEnergizers in Mathematics Education Reform
67
Robert H. Romer
72
Bridging the Gap: Disseminating Physics Innovations
Kenneth E. Foote
75
From Idea To Impact: Realizing Educational Innovation in the Social Sciences
Project Impact Conference: Participant Feedback
11
Section IV: Resource Guide
1994 Project Impact Conference Participants List
114
1994 Project Impact Conference Participating Publisher.;
viewpoints. opinions, and conclusions or reommemhutons expressed in the Conference Proceedings are those of
Ally
the writers and or p irticipants of the Project Impact conference and do not necessarily reflect the views of the National
Science Foundation
SECTION
1
Introductory Material
2
Introduction
Ann P. McNea.
Division of Undergraduate Education
Directorate for Education and Human Resources
Conference Coordinator
The idea for a conference on dissemination arose from
discussions among Program Directors in the National
Science Foundation's (NSF) Division of Undergraduate
Education (DUE). The calculus reform efforts, which
are
gathering momentum across the country, sparked by NSF
funding. were aided by yearly conferences of principal
investigators (PIs). As we searched for ways to speed trans-
formation in other areas of science, mathematics, engineer-
ing, and technology (SMET) education, the idea of bring-
ing selec,,x1Pls together with interested publishers became
more attractive.
We see a clear need for amplifying federally supported
projects so that each curriculum project has the greatest
impact outside the walls of its originating institution. NSF
obviously does not have enough funds to reach each SMET
classroom individually. Therefore, we rely on Pls to pub-
lish, speak, meet, and spread the word so that their innova-
tions are adapted and adopted a. -ther institutions. This
conference was conceived to foster that process. But what
to present and future Pls so they may spread their ideas
format would serve that purpose?
more widely.
The committee that shaped the conference decided early
It is difficult to convey on paper the excitement that
in the process that we wanted a participatory conference,
characterized this conference. Clusters of Pls gathered
not one in which people sat and listened to expert speakers.
around exhibits, told one another of other exhibits, and
After all, we were gathering a group of 250 extremely
talked excitedly. Many times in passing. I heard
comments
active thinkers, teachers, and developers. So each PI should
such as "Did you see that exhibit on engineering design'!
show his or her project to all others. Likewise in the discus-
They have an idea that I really want to copy foi
my biology
sions, we wanted to get ideas from all participants, rather
course .
. Let me show you this math display. It really is
.
than talk at people. In short, we designed the conference to
similar to what we're doing in geology, and I think
we can
model the kinds of active hands-on participatory learning
use it .
. What's your e-mail address?
Do you have a
.
that we are fostering in so many of our projects.
handout or disk oh that?" The cross-disciplinary fertiliza-
The result was a conference in which everyone had
tion, in particular, was extraordinary. Comparing the vari-
a
poster or booth to display their project, many with hands-
ous essays on trends in educational reform in the different
on activities. More than 10 hours during the 3 days were
disciplines, appearing later in this volume.
one can see a
given to participants to roam the exhibit hall (and still,
good deal of convergence on the following themes:
many said that they wished for more time for this activity).
Changes in course content (both inclusion of
new, often
Periods for Pls to staff the displays were staggered
so that
interdisciplinary, topics, and paring down of
coverage in
everyone could see most of the exhibits.
order to allow better learning).
Another 12 hours were spent in group discussions of
no
Improved pedagogy with more active student participa-
more than 12 people, some gathered by discipline and some
hon, cooperative learning, project-based learning, and
across disciplines. These groups were tasked with generat-
use of writing,
ing suggestions for better and more vigorous dissemination
of curriculum reform. Valuable suggestions from these dis-
Use of technology emphasizing visualization, tools for
cussions have been encapsulated in the essays that are the
students to explore material actively, and
access for all
backbone of this volume. We hope they will serve as an aid
students.
3
Introductory Material
This volume is organized as follows:
Although PIs are actively developing these ideas, the
Introductory materialkeynote addresses and fore-
major issue is how to spread and implement them further,
(1)
faster, and more effectively. One major stride taken at the
words from Robert Watson, Neal Lane, and Luther
conference was bringing together text and software pub-
Williams.
lishers with the PIs to talk and find a common ground. For
Overviews on dissemination and publishing.all-
(2)
many innovations. publishing a text or courseware is an
encompassing essays on the process of dissemination,
important means of disseminating the innovation. Hence it
which serve as a guide for current and future PIs on
is important to have publishers working with Pls in order
both the practical and philosophical aspects of dis-
for publishers to appreciate the opportunities and
semination,
challenges of working with innovators and for Pls to see
(3) The disciplinesdisciplinary essays outlining trends
how to interact effectively with publishers (see essay by
in education reforms as well as dissemination in each
Jay Siv in-Kachala and Maryellen Kohn in this volume). At
area, and
the same time, it is important to recognize that innovation
(4) A resource guidewith Pis' and participating
spreads in a community of scholars (see Susan Millar's
publishers' names and addresses, which can serve as a
essay). Just as research results are disseminated by multiple
way for the SMET education community to learn of
active pathsword of mouth, conferences, articles, and
innovations.
reviewsso educational news and changes need more than
simple publication. Some techniques, both in research and
Our hope is to publish an electronic version of this
in education, spread more by word of mouth and face-to-
resource guide, with more information on each project and
face contact than through text. An example is collaborative
the capability for searching by topic. If this guide proves
learning, which seems to spread largely through faculty
useful, DUE will consider expanding it to include all proj-
contact with students or faculty who demonstrate the tech-
ects.
nique. Among the suggestions in the following essays are
many ideas for active face-to-face dissemination.
4
Foreword
Luther S. Williams
Assistant Director of the National Science Foundation
Directorate for Education and Human Resources
ence consisted entirely of small workshops, exhibits, and
Disseminate: to spread or send out freely or widely as
though sowing or strewing seed; to faster general
informal networking among participants. These exercises
helped bring about a true meeting of the minds on how best
knowledge of; broadcast, publicize; to strew or scatter over
to disseminate information about the important work being
a large area or into many places.
done on campuses throughout the nation.
The Directorate for Education and Human Resources
One exciting aspect of the conference was the focus on
(EHR) has two strategies underlying its diverse educational
new ways of disseminating information. The Information
initiatives. The first strategy is to fund projects that serve as
Superhighway is
fast becoming a reality, and formerly
models for educational efforts throughout the nation. The
arcane expressions such as Mosaic and World Wide Web
second is to accomplish systemic reform by supporting
arc quickly entering the vocabulary of educators through-
projects that bring about substantive change in educational
out the nation. The exchanges between the Pis and the
practices.
electronic publishers at the conference will further the elec-
Integral to both of these strategies is the proper dissemi-
tronic dissemination of educational initiatives.
nation of information, which can he compared to the old
The conference succeeded because of the hard work of
question: If a tree fell in the forest but no one was present
its organizer, the Division of Undergraduate Education
to hear, would it make a sound? Likewise, a principal
(DUE). Other key participants from NSF included the Divi-
investigator, working under an EHR grant, might develop
sion of Research, Evaluation and Dissemination (RED):
an innovative method of teaching science to undergradu-
the Division of Elementary, Secondary and Informal Edu-
ates. However, if news of the project does not travel be-
cation (ESIE), all of which are part of the UR Directorate:
yond the edge of the campus, other educators will never
and the Division of Engineering Education and Centers
have the opportunity to adopt it for their own use. Thus, the
(EEC), which is part of the Engineering Directorate. I also
impact of our work would be severely limited.
want to thank the Fund for Impt overwt of Post Secondary
This is why the Project Impact: Disseminating Innova-
Education (FIPSE) of the Department of Education as well
tion in Undergraduate Education conference is so impor-
as other government organizations for their participation.
tant. The conference brought together more than 250 prin-
Special thanks go to McGraw-Hill for their support of the
cipal investigators and approximately 50 representatives of
opening reception. And most of all, I would like to thank
text, software, and multimedia publishing companies, to
the more than 250 PIs who came to share the results of their
consider the opportunities and challenges in disseminating
innovative work and the publishing representatives who
and implementing innovative instructional materials.
attended to provide advice.
Participants were quite pleased with the format of the
I look forward with great anticipation to the next dissem-
gathering, which limited the number of formal presenta-
ination conference.
tions. Aside from opening and closing panels, the confer-