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Program Ownership Inspires Self-Reflection Kirk Minnick, TxCETP Evaluator

Program Ownership Inspires Self-Reflection Kirk Minnick, TxCETP Evaluator Kit Price Blount, TxCETP PD Teacher Prep PI Meeting Alexandria, VA March 14, 2004 . DUE #9987332. TxCETP Partner Campuses. - Texas A&M Univ.-Kingsville - Texas A&M Univ.-Corpus Christi - Texas A&M Univ.-Commerce

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Program Ownership Inspires Self-Reflection Kirk Minnick, TxCETP Evaluator

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  1. Program Ownership Inspires Self-Reflection Kirk Minnick, TxCETP Evaluator Kit Price Blount, TxCETP PD Teacher Prep PI Meeting Alexandria, VA March 14, 2004 DUE #9987332

  2. TxCETP Partner Campuses - Texas A&M Univ.-Kingsville - Texas A&M Univ.-Corpus Christi - Texas A&M Univ.-Commerce - Texas A&M International Univ. - Texas A&M University - Angelo State University - Tarleton State University - Texas Woman’s University - West Texas A&M University - Prairie View A&M University

  3. TxCETP Goals Course Reform • Course Reform to reflect learner-centered pedagogies • Recruit more undergraduate students (especially African-American and Hispanic) to STEM teaching • Support for Preservice and Novice Teachers to increase retention and quality • Strengthen Systemic Reform Connections to maximize alignment and impact Texas Collaborative for Excellence in Teacher Preparation

  4. Guiding Question • What are science and mathematics professors’ understandings and perceptions about elements of reformed teaching in undergraduate courses? Texas Collaborative for Excellence in Teacher Preparation

  5. Collaborative Design Process • 3-day TxCETP Forum, May, 2002 • 57 participants -- gallery walk to brainstorm examples that characterize a “reformed” course (trends reflected in , e.g. NCTM, 1991; AAAS, 1990, 1993;NRC, 2000, 2001, Bransford, 2000): • Course design • Prior and new knowledge • Student work • Reflection and assessment • Instructional materials and technology • Multiple representations • Instructional strategies • Learning environment • Problem solving

  6. Collaborative Design Process • Workshop leaders clustered participants’ lists into course reform indicators with supporting evidence for each: • Course syllabus • Instructor feedback • Student feedback • Class observations • Student learning products • Assessments • 5 levels of implementation identified: • Considering. . . Planning . . . Initiating . . .Implementing . . . Refining Texas Collaborative for Excellence in Teacher Preparation

  7. Implementation of Vision Instrument • Faculty and Student surveys administered Fall, 2002 and 2003 • Faculty receive: • feedback on their course(s) • aggregated Collaborative results • Elements of Effective Instruction guide proposal-writing for funding on TxCETP campuses Texas Collaborative for Excellence in Teacher Preparation

  8. Closing the Loop and Some Next Steps • Identify strategies for: • Examining and closing gaps between what students experience and what professor intended they experience • Moving along the course reform continuum • Addressing difficult issues that are illuminated as a result of the course survey process • Create environment on our campuses for critical self-reflection and evaluation for the improvement of undergraduate instruction Please visit and send us your comments: http://www.sci.tamucc.edu/txcetp

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