ERIC EJ894473: A Critical Analysis of Faculty-Developed Urban K-12 Science Outreach Programs

2010·0.12 MB·English

by  ERIC

PERSPECTIVES ON URBAN EDUCATION SUMMER 2010 | PAGE 109
COMMENTARY
A Critical Analysis of Faculty-Developed Urban K-12 Science Outreach
Programs
By Rommel J. Miranda and Ronald S. Hermann, Towson University
INTRODUCTION in educational outreach or in urban 1. What are the broader im-
school settings (Krasny, 2005). Ad- pacts of faculty-developed
Urban schools across the United
ditionally, after reviewing the extant K-12 science outreach pro-
States are confronted by the same com-
literature, we have realized that there grams on teachers and stu-
plex social and economic problems
is scant evidence of well-documented dents in urban school settings?
that afflict the communities that they
science outreach programs developed 2. How are faculty-developed
serve (Ladson-Billings, 2008). We
by higher education faculty targeting K-12 science outreach pro-
have observed that teachers in urban
K-12 students and teachers in urban grams structured specifical-
areas often have very low expectations
school settings. Given the availability ly for teachers and students
for their students, and the enacted sci-
of external funding aimed at address- in urban school settings?
ence curriculum is poorly delivered
ing low science achievement in urban 3. How are faculty-developed
and lacks coherent flow (Prime & Mi-
schools, it is clear that institutions of urban K-12 science out-
randa, 2006). There is extensive re-
higher education are engaged in out- reach programs assessed?
search that provides evidence that
reach programs. However, we have
urban schools are under-resourced,
woefully underachieving, and popu- observed that little information about OVERVIEW AND CRITICAL ANALYSIS
these programs has made its way into
lated largely by minority students Since its inception in 1991, the Uni-
published science education literature.
who live in disadvantageous economic versity of Arkansas for Medical Sci-
Hence, a more comprehensive under-
circumstances (Darling-Hammond, ences (UAMS) has facilitated the na-
standing of the extent of these pro-
2007; Ladson-Billings, 2006; Seiler, tionally recognized science outreach
grams is vital for individuals who are
2001). Additionally, research has program called Partners in Health Sci-
interested in developing urban science
shown that significant science achieve- ences (PIHS) in collaboration with the
outreach programs. This is especially
ment gaps between minority and ma- Arkansas Department of Education
true in light of our current need to re-
jority students have not narrowed from and the University of Arkansas at Little
spond to socioeconomic problems im-
1996 to 2005 (National Center for Rock (Burns, 2002). All public and pri-
pacting the urban K-12 school settings.
Educational Statistics, 2006). These vate K-12 teachers and their students
Accordingly, the purpose of this
gaps have been coupled with complex in the state of Arkansas are invited to
paper is twofold. First, we provide an
factors such as race, ethnicity, immi- participate in this program for free.
overview and critically analyze three
gration patterns and socioeconomic The program was institutionalized
successful faculty-developed urban
status (Norman, Ault, Bentz & Meski- through funding from two separate
K-12 science outreach programs. We
men, 2001). Based on our anecdotal 5-year National Institutes of Health
consider a successful outreach pro-
evidence, we believe that the often la- Science Education Partnership Award
gram as one that has been sustained
mented problem of underachievement grants. After ten years, the PIHS pro-
for at least five years after initial fund-
in urban schools can be largely viewed gram has reported broader impacts on
ing, and has provided empirically-
as a problem of the underachieve- a total of 1,052 teachers and 11,402 stu-
based research findings from the pro-
ment of poor, minority students. dents, and involved 143 UAMS faculty.
gram. Additionally, we review each
To address these complex socio- K-12 teachers participating in the
program from the following three
economic issues, higher education PIHS program primarily receive pro-
vantage points: 1) broader impacts
faculty are currently involved in de- fessional development training. Sev-
on students and teachers, 2) program
veloping and facilitating science out- eral 1-3, full day mini-courses are of-
structure for participants, and 3) pro-
reach programs that specifically target fered during the summer to biology/
gram assessment. Second, we offer
K-12 students and teachers in urban health sciences teachers. Each mini-
recommendations to help guide other
school (Bartel, Krasny & Harrison, course is developed and presented by
higher education faculty interested in
2003). However faculty developers a UAMS faculty member on a specific
developing K-12 science outreach pro-
of K-12 science outreach programs, topic through an interactive lecture
grams in urban settings. More specifi-
who are funded through various fund- and discussion format, and is followed
cally, this article sought to determine
ing agencies, have little background by hands-on laboratory exercises. As
answers to the following questions:
PERSPECTIVES ON URBAN EDUCATION SUMMER 2010 | PAGE 110
an incentive, teachers receive a tool were minorities, and that the percent- lege (Stokes, Baker, Briner, & Dorsey,
kit containing materials and supplies age of minority students participat- 2007). This program was created to:
necessary to conduct these labora- ing in broadcasts and monthly science 1) provide opportunities for under-
tory exercises with their own students. nights were 22% and 63%, respectively. represented groups to participate in
Additionally, teachers are awarded We believe that a significant limita- geoscience activities, 2) to pursue un-
continuing education credit for each tion of the PIHS program is that teach- dergraduate/graduate degrees in geo-
mini-course they complete, and can ers were not provided with adequate sciences, and 3) to enter geoscience
earn college credit if they complete on-site support to ensure that the pro- careers. The BGP was institutional-
a total of 5 full days of mini-courses. fessional development activities were ized through funding from a 5-year
Furthermore, 10 teachers (Grades successfully transferred in their class- National Science Foundation Oppor-
7-12) are selected each year and given room. This is quite evident from survey tunities for Enhancing Diversity in the
stipends to participate in a 5 full-day results that reveal that 46% of teachers Geosciences grant. After 5 years, the
workshop to develop grade appropriate self-reported that they did not perform BGP reported impact on a total of 189
computer assisted instructional (CAI) any new laboratory-type exercises with teachers and 5,215 students, and in-
modules for use by their students. their students. We also think that volved 68 university faculty members.
Students (Grades 7-12) participat- UAMS faculty placed an emphasis on Participating high school students
ing in the PIHS program partake in traditional teaching formats such as in- in the BGP complete an Earth Science
weekly, interactive, 90-minute broad- teractive lecture and discussion. Thus, course, partake in outreach efforts in
casts during the academic year with faculty should consider collaborating their school and the community, design
UAMS faculty. These students are with science education specialists to in- geoscience activities for summer camps,
further encouraged to tour the UAMS corporate more inquiry-based teaching assist university faculty and graduate
facilities, and to attend monthly sci- approaches into their presentations. students with research projects, and
ence nights to listen to various speak- This is apparent from results from the attend field trips and seminars. In-
ers, in order to expose them to dif- questionnaire results that indicate that terested high school students can also
ferent careers in health sciences. the percentage of minority teachers serve as interns and receive funding to
Surveys were conducted to assess participating in all mini-courses, and develop and pursue their own research
the UAMS speakers, the use of good CAI workshops were only 15% and 6%, ideas based on existing projects at the
audio-visuals during presentations, respectively. Additionally, we believe university. Students in elementary and
the effectiveness of laboratory activi- that faculty should conduct a needs- middle schools receive outreach pre-
ties, the amount of time provided for assessment to determine science topics sentations to generate interest and cre-
questions, and future interests of par- that minority teachers and students are ate awareness in the geosciences. Pre-
ticipants. Additionally, surveys were most interested in. This strategy may sentations for K-12 students generally
administered to determine whether have promise in light of questionnaire include two modules. The first module
teachers implemented new profes- results that show that the percentage engages them in a lecture and discus-
sional development training activi- of minority teachers attending the cul- sion format about geoscience topics
ties with students in their classrooms. turally relevant mini-course entitled, relating to current events; the second
Questionnaires were further employed “Blood and Sickle Cell Anemia,” was module provides students with infor-
to obtain demographic information of 25%. Moreover, we consider some mation about careers in the geoscienc-
all participating teachers and students. shortcomings of the program to be that es. High school teachers participating
We believe that a major strength only 9% of participating teachers were in the BGP primarily receive geosci-
of the PIHS program is the facilitation from elementary schools (Grades K-6), ence-themed literature and training
of a needs-assessment with members and that only middle and high school on challenging geoscience concepts.
from the Arkansas Science Teachers’ students were allowed to participate Surveys were conducted to assess
Association. This vital feedback helps in program activities. Based on the the broadening of participation and to
higher education faculty to tailor their above data, we conclude that the PIHS determine high school students’ im-
presentations to the specific needs program tended to concentrate their proved awareness of geosciences, and
and interests of K-12 teachers. We outreach effort toward middle and increased interest in geosciences ca-
also consider another strong point to high school students (Grades 7-12). reers, and knowledge of geosciences
be that all program activities were de- issues. We believe that a significant
veloped by highly-credentialed UAMS Buffalo Geosciences Program strength of the BGP is that students
faculty members who specialize in the can develop and facilitate their own
Since its inception in 2001, the
specific science content area present- research projects under the supervi-
University of New York at Buffalo has
ed. Moreover, we posit that the PIHS sion of highly-credentialed university
facilitated the urban K-12 science out-
program has made some significant faculty, and graduate students. Based
reach program called the Buffalo Geo-
broader impacts on minority teach- on survey results, we further posit
sciences Program (BGP) in collabora-
ers and students. This is substanti- that the BGP has made considerable
tion with Buffalo State College and the
ated by surveys results that show that broader impacts on teachers and stu-
City Campus of Erie Community Col-
44% of teachers earning college credits dents in urban K-12 school settings.
PERSPECTIVES ON URBAN EDUCATION SUMMER 2010 | PAGE 111
We consider the limited role of project that is supervised by UAB fac- porate other inquiry-based teaching
high school teachers in the BGP to be ulty, graduate students, and staff for strategies into their presentations.
a critical shortcoming. University fac- 9-weeks. Additionally, all participat-
ulty should thus consider collaborating ing students were exposed to scientific DISCUSSION AND CONCLUSION
with teachers or science education spe- seminars by UAB experts in the field,
This paper provides an overview
cialists to incorporate more inquiry- university tours, debates on moral and
and analysis of three successful fac-
based teaching approaches into their ethical scientific issues, and Mathemat-
ulty-developed urban K-12 science
presentations rather than emphasiz- ics and English Workshops. All stu-
outreach programs from the follow-
ing a traditional lecture and discus- dents received stipends after they com-
ing three vantage points: 1) broader
sion format. We also believe that some plete each Summer Science Institute.
impacts on students and teachers, 2)
significant limitations of the BGP is High school teachers participating
program structure for participants,
that the activities and presentations in the program are exposed to the na-
and 3) program assessment. Through
intended for elementary and middle ture of science, and concepts of authen-
the findings of this paper, and our ex-
schools were limited in scope and were tic scientific research. Teachers also
periences and responsibilities as di-
not specifically differentiated for vari- receive training to learn how to become
rectors of grant-funded urban K-12
ous grade levels or student abilities. facilitators of UAB CORD’s Summer Sci-
science outreach programs, we be-
ence Institute Programs, which include
lieve that we can offer specific rec-
Progressive 3-Year Summer Science BioTeach, ChemTeach, and Research
ommendations to help guide other
Internships for Students. Surveys were
Institute higher education faculty that are inter-
administered to determine whether: 1)
ested in developing their own programs.
Since its inception in 2000, the students learned science, 2) students
Regarding the broader impacts
University of Alabama’s Birmingham are better prepared for college science,
on K-12 students in urban settings, it
Center for Community OutReach De- 3) the program provided students with
is apparent that many outreach pro-
velopment (UAB CORD) has facilitated a better idea of what it is like to do real
grams tend to concentrate their out-
an urban science outreach program science, and 4) students learned other
reach effort on middle and high school
that centers on a progressive 3-Year useful life skills. Other components
students. However, research suggests
Summer Science Institute for high of the program that were evaluated
that science outreach programs that
school students (Niemann, Miller, through surveys include students’ sug-
engage elementary students in hands-
and Davis, 2004). The program’s ob- gestions for improving the program,
on laboratory activities have positive
jectives are to: 1) interest students in the effectiveness of Mathematics and
impacts on their attitudes toward sci-
pursuing careers in science, 2) give stu- English Workshops, and the training of
ence (LaRiviere, Miller, & Millard,
dents a better idea of what it is like to high school science teacher facilitators.
2007). We concur with this research
do real science, and 3) teach students We consider the main strength of
finding and recommend that faculty
science-related skills. This program this program to be the criterion for
developers bolster their programmatic
was developed in collaboration with accepting students for the program.
involvement in early childhood and el-
the Birmingham City School System, The major acceptance criteria for this
ementary education. We believe that
and institutionalized through funding program are that students have to
this is essential to further broaden op-
from the National Institutes of Health demonstrate an interest and aptitude
portunities for urban students across
Science Education Partnership Award for science. This is substantiated by
all grade levels. We also advise that fac-
grant, the National Science Foundation teacher recommendations, course se-
ulty developers should collaborate with
GK-12 grant, the Robert Wood Johnson lection and grades, extracurricular
science education specialists to help
Foundation, and philanthropists, Holt activities, and an interview. We also
differentiate their programs for various
and Gretchen Cloud. After 3 years, the believe that this criteria and the in-
grade levels and varying levels of stu-
program reported broader impacts on volvement of UAB’s Office of Minor-
dent ability, and to incorporate more
more than 200 students. It also in- ity Recruitment and Retention helps
inquiry-based teaching approaches
volved faculty, graduate students, and to provide an explanation for the high
into their presentations. Since scien-
staff from UAB CORD, and trained retention rate of inner-city high school
tists do not typically have any formal
high school science teacher facilitators. students participating in this program.
pedagogical instruction, science edu-
Rising 10th grade students are in- We consider a shortcoming of the
cators are able to provide them with
troduced to basic concepts and labo- program to be the over-emphasis of
practical guidance especially in learn-
ratory skills in a 6-week BioTeach teaching formats which include lec-
ing by inquiry, cognitive development,
Summer Science Institute. Rising 11th tures, laboratory lectures, and scien-
and misconception research (Zitze-
grade students are gradually intro- tific seminars. It is no surprise that
witz, Moyer, Otto, & Everett, 2010).
duced to increasingly more rigorous participating students responded that
It is also evident that outreach pro-
concepts and laboratory experiences in these teaching formats were their least
grams are still needed to encourage
a 6-week ChemTeach Summer Science enjoyable component of the program.
diversity, broaden opportunities, and
Institute. Rising 12th grade students Faculty should collaborate with sci-
enable the participation of women,
serve as interns and conduct a research ence education specialists to incor-
PERSPECTIVES ON URBAN EDUCATION SUMMER 2010 | PAGE 112
underrepresented minorities and per- equately: 1) assess the needs of urban 1998; Munn, Skinner, Conn, Horsma &
sons with disabilities. Our view is sub- K-12 students, teachers and schools, 2) Gregory, 1999). Thus, we recommend
stantiated by reports that indicate that align program goals with the school’s that faculty developers become more
number of science and engineering de- improvement plan and teachers’ pro- collaborative and bi-directional in their
grees earned by minority and female fessional improvement plan, and 3) goals and activities. This recommen-
students is disproportionately low in link program topics with the science dation is in line with Tanner, Chatman,
comparison to the national average curricula of the school, and local and and Allen (2003) who suggest that sci-
(National Science Foundation, 2006). national science education standards. ence outreach programs are specifi-
In light of this, we suggest that faculty Another significant finding of this cally poised to blossom into partner-
developers should consider augment- study is that although developing and ships in which higher education faculty
ing their programmatic involvement facilitating urban K-12 science out- and K-12 school settings collaborate to
with these populations of K-12 students reach programs makes a great deal of create a coherent and articulated sci-
in urban school settings. It is further intuitive sense, it generally lacks em- ence education experience for students
noticeable that urban K-12 science pirical validation. When conducting and teachers. In view of this, the es-
outreach programs do not specifically the literature review for this article, we tablishment of partnerships between
address our current workforce needs found it rather difficult to find outreach higher education faculty and urban
in science, technology, engineering, programs that provided clearly articu- K-12 school settings imply something
and mathematics (STEM) education lated research questions, or specific de- more than an instructional relation-
(National Academy of Science, 2007). tails with regard to how programmatic ship based on a one-way flow of infor-
Therefore, we advocate that faculty de- data and goals can be collected, ana- mation. The construct of “partnership”
velopers design science outreach pro- lyzed, and accomplished. This finding implies direct benefit for all parties in-
grams that seek to expose and engage clearly demonstrates the inherent diffi- volved, and involves two or more peo-
students to careers in STEM teaching. culty in determining the overall success ple, each with expertise or skills to con-
and effectiveness of urban K-12 science tribute, working toward a common goal
Findings and Recommendations outreach programs, since many pro- (Tomanek, 2005). Hence, we further
grams within the literature often pres- advise that faculty developers actively
This article demonstrates that some
ent their outcomes anecdotally. Thus, involve all key stakeholders in the stra-
outreach programs do not provide ad-
based on our background as science ed- tegic planning process to help identify
equate on-site support for teachers in
ucation research faculty members, we how all partners can benefit and work
their classrooms. In our experience
encourage faculty developers to pro- together towards developing, achiev-
with facilitating professional develop-
vide adequate detail with regard to how ing, and assessing program goals.
ment with in-service K-12 teachers,
program goals are to be assessed, and
this kind of support is critical to ensure
to share their programmatic findings Dr. Rommel J. Miranda is an Assis-
that outreach activities are effectively
with the STEM community through tant Professor of Science Education in
implemented. Accordingly, we suggest
conferences, research and practitio- the Department of Physics, Astronomy
that faculty developers should con-
ner journals, and popular publications and Geosciences at Towson University.
duct a needs-assessment with teach-
so that they can be used as a basis He directs the Blinded by the Light:
ers to determine the specific level of
for discussion. We further encour- Urban K-12 Portable Planetarium Out-
support and resources necessary for
age faculty developers to take a more reach program and co-directs Towson
effective implementation of outreach
critical, empirically-based research University’s contribution to Project
activities in their science classrooms.
perspective in their outreach efforts. ASTRO in the Baltimore City Public
We also recommend that faculty de-
As faculty-developed urban K-12 School System. He also serves as the
velopers provide program facilitators
science outreach programs begin to NSTA Baltimore Regional Manager of
with training that focuses on planning
proliferate and flourish, it is essential Services for People with Disabilities.
and developing culturally relevant in-
for institutions of higher education to His research is comprised of four lines
quiry-based science lessons, and teach-
effectively forge collaborations with ur- of work. These are (a) the characteris-
ing effectively in urban K-12 school
ban K-12 school settings to ensure that tics of high quality in science teaching
settings. This recommendation is in
minority students in public schools re- in urban K-12 school settings, (b) the
line with sociocultural dimensions of
ceive a high quality science education. characteristics of urban K-12 science
teaching which identifies the need for
While many higher education faculty classroom learning environments, (c)
more culturally responsive teachers in
are already successfully engaged in out- the ways that teachers’ beliefs about
urban settings (Duarte & Reed, 2004),
reach activities with K-12 students and science learner characteristics may
and seminal research which has shown
teachers in urban schools settings, a sa- impact the science curricula in urban
that teaching through a sociocultural
lient trend within the extant literature K-12 settings, and (d) the efficacy of
approach has a positive effect on stu-
is that faculty-developed urban science urban K-16 science outreach programs.
dents’ attitudes toward learning science
outreach programs are generally uni-
(Jegede & Okebukola, 1991). Further,
directional (e.g. Chan & Flinn, 2005; Dr. Ronald S. Hermann is an Assis-
we suggest that faculty developers ad-
Hunter, 2006; Kindlund & Boshart, tant Professor of Science Education in
PERSPECTIVES ON URBAN EDUCATION SUMMER 2010 | PAGE 113
the Department of Physics, Astronomy
and Geosciences at Towson University.
He co-directs the NSF S-STEM grant
program “SPEED UP!” He also serves
as the NSTA Baltimore Regional Con-
ference Local Arrangements Coordina-
tor. His interests are in evolution edu-
cation as well as increasing the number
of students in STEM and STEM edu-
cation majors. As such, partnerships
with local K-12 schools and community
colleges, especially those that predomi-
nantly serve underrepresented popu-
lations, are of considerable interest.
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