ICLCS Institute for Chemistry Literacy through Computational Simulation

1. ICLCSInstitute for Chemistry Literacy through Computational Simulation Thom H. Dunning, Jr., Edee Norman Wiziecki, National Center for Supercomputing Applications University of Illinois at Urbana-Champaign Rebecca Canty, A-C Central C.U.S.D #262 Brett Block, Paris Cooperative High School STEM Smart Workshop: Lessons Learned From Successful Schools April 10, 2012 - Chicago, Illinois This material is based upon work supported by the National Science Foundation under Award No. NSF EHR 06-34423

2. Computational Simulation… profoundly changing the conduct of scientific research STEM Smart Workshop •10 April 2012 •Chicago, Illinois •http://iclcs.illinois.edu

3. Computational Simulation Helps Us Understand The Universe The Nanoscale World The World We Live In STEM Smart Workshop •10 April 2012 •Chicago, Illinois •http://iclcs.illinois.edu

4. Computational Science and Engineering Computing has enabled advances in a broad range of science and engineering disciplines: Molecular Science Weather & Climate Forecasting Health Astronomy Earth Science STEM Smart Workshop •10 April 2012 •Chicago, Illinois •http://iclcs.illinois.edu

5. ICLCS Project… enhancing chemistry education through computational simulation STEM Smart Workshop •10 April 2012 •Chicago, Illinois •http://iclcs.illinois.edu

6. ICLCS ProjectInstitute for Chemistry Literacy Through Computational Simulation Funding National Science Foundation, Education & Human Resources • A 5-year NSF Mathematics & Science Partnership project MSP Program • Goal: to improve the content knowledge of teachers and the performance of students in the areas of mathematics and science • Supports projects to improve math and science education through partnerships, which include, at a minimum, a high-need LEA and the mathematics, science, or engineering department of an IHE STEM Smart Workshop •10 April 2012 •Chicago, Illinois •http://iclcs.illinois.edu

7. ICLCS ProjectGoals of the ICLCS Project • Strengthen rural high school teachers’ and students’understanding of chemistry, including applications of chemistry to understanding the world around us • Instill in teachers a sense of confidence and competence about their ability to teach chemistry by enabling them to use computational tools, modeling and visualization • Build a strong learning community among high school teachers, as well as with ICLCS faculty and staff, to enable year-round professional development • Create a cadre of leaders who will become advocates for excellence in mathematics and science STEM Smart Workshop •10 April 2012 •Chicago, Illinois •http://iclcs.illinois.edu

8. ICLCS ProjectWho Are the Teachers? Rural high school chemistry teachers in ICLCS: Number of teachers: 124 • Cadre I: 51 • Cadre II: 55 • Cadre III: 18 • Cadres enabled impact of treatment to be quantified Number of districts: 119 • 53% teach in rural Illinois districts with a low income-rate of greater than 25% • Only 30% have major or minor in chemistry • The average school population of ICLCS high schools is 626 • 23% of Fellows being one of either one or two science teachers in their building • Geographically and professionally isolated STEM Smart Workshop •10 April 2012 •Chicago, Illinois •http://iclcs.illinois.edu

9. ICLCS ProjectCritical Elements of the ICLCS Project Summer Institutes • Two weeks of intensive study each summer for three years • Focused on teaching about computational tools and their use in the classroom (the latter as teams) Virtual Professional Learning Environment (PLE) Support Infrastructure • Community of Practice, with all communication through hub—no e-mail! Provides data on PLE usage. • Used by ICLCS staff, faculty, and participants to work collaboratively. Curriculum Integration • Implementation and evaluation of use of instructional materials in the high school classroom. • Refinement (based on classroom data) and deployment of vetted materials into high school courses. Academic Year Course • Evaluation of use of course material in classroom • Refinement of course material based on classroom results STEM Smart Workshop •10 April 2012 •Chicago, Illinois •http://iclcs.illinois.edu

10. ICLCS ProjectEmergence of Virtual PLE Community • Teacher network grew in both complexity and density • Hierarchical nature of virtual learning community emerged Year 1 ➠ Year 2 STEM Smart Workshop •10 April 2012 •Chicago, Illinois •http://iclcs.illinois.edu

11. ICLCS ProjectKey Success Factors • Use of Meaningful Computational Tools • Computational tools focused on teachers’knowledgedifficulties and deficiencies (to extent possible) • Freely available tools and curricular materials ChemSketch: Interactive building and visualization of molecular structures WebMO: Computation of molecular structures, electron densities, vibrational frequencies, etc. STEM Smart Workshop •10 April 2012 •Chicago, Illinois •http://iclcs.illinois.edu

12. ICLCS ProjectKey Success Factors (con’t) • Support from the Virtual PLE • Goes beyond the summer institutes • Provides just-in-time support (e.g., tech problems) or content (why doesn’t this “work”) • Provides professional, rapid (24 hours or less) response to most questions (monitoring is critical) • Allows sharing of knowledge among teachers—what works, what doesn’t work in their classroom • Repository of Vetted Materials • Access not only to computational tools, but to lessons, modules, videos, tutorials, etc. • Continued Professional Growth • Academic year courses – reading and reflection on pedagogy; use of computational tools for practice; access to scientists/faculty/students for increased content development • Leadership opportunities at partner schools or organizations. STEM Smart Workshop •10 April 2012 •Chicago, Illinois •http://iclcs.illinois.edu

13. ICLCS ProjectKey Outcomes • Teachers • Increased confidence in teaching with computational tools • Increased understanding of basic concepts of chemistry • Increased use of inquiry in the classroom. • Increased use of instructional technology in general • Students • Increased knowledge of chemistry concepts (assessed by performance on standard ACS tests) • Increased enthusiasm for chemistry • Increased advanced course availability • Schools and school districts • Effective chemistry teachers who are competent and confident in using 21st Century computing tools and resources to teach science • Increased opportunities for rural students (courses, HPC, University) • Leaders and advocates for STEM education (technology, labs) • Cost effective access to high quality resources and computing infrastructure STEM Smart Workshop •10 April 2012 •Chicago, Illinois •http://iclcs.illinois.edu

14. Expanding the ICLCS Project Computational Tools for Education Assessment and Dissemination Cloud Computing For Education PLE Infrastructure • Comprehensive computational tools and knowledge: • Identify or develop interactive computational tools for teaching basic science concepts in other disciplines. • Train teachers in use of the tools in the classroom • Computing infrastructure to allow students to: • Interactively explore and learn science concepts • Participate in authentic research experiences • Virtual professional learning community support infrastructure to: • Enable teachers to work together and with Illinois/NCSA to pioneer the proposed changes in the science curriculum • Assessment and dissemination of material: • Assessment in the classroom • Dissemination to other schools STEM Smart Workshop •10 April 2012 •Chicago, Illinois •http://iclcs.illinois.edu

15. Questions? STEM Smart Workshop •10 April 2012 •Chicago, Illinois •http://iclcs.illinois.edu

16. ICLCS ProjectLessons Learned • Goals for the future of US STEM Education(NRC 2011). The report states 3 broad goals and match the goals of the ICLCS. • Goal 1: Increase the number of students who pursue advanced degrees and careers in STEM fields and broaden the participation of women and minorities. • Goal 2: Expand the STEM-capable workforce and broaden the participation of women and minorities. • Goal 3: Increase STEM literacy for all students, including those who do not pursue STEM-related careers of additional study in the STEM disciplines. • How do we accomplish this? Lessons learned from the ICLCS: • Partnerships between higher education and K12 schools and districts have the potential to transform STEM education and improve student learning and interest in STEM. • Professional Development can no longer be a 2-3 day workshop or even 2 week summer program without continued support if we expect teachers to teach with technology—it takes time to affect change. • Focus on Content is largely lacking in professional development programs, but there is a critical need for programs that support teachers who are teaching in or out of their content area to keep up with current research and methods. • What are the implications for your school/district in addressing these goals? STEM Smart Workshop •10 April 2012 •Chicago, Illinois •http://iclcs.illinois.edu