Introduction: The Partners

The partnership between the University of Michigan’s College of Engineering (UM CoE, or the College) and the Ypsilanti Public School District (YPSD, or the District) existed for two years as of this writing in 2009. The first year was dedicated to the planning process, and the second was the pilot year. The long-term, sustainable partnership was designed to increase the number of students, especially those underrepresented students in Science, Technology, Engineering and Mathematics (STEM), in engineering-related careers, and to increase student motivation and support the rigor of courses, content learning, professional learning, and demonstrations of knowledge acquired.

UM CoE

The College enjoys an excellent and long-standing reputation for its commitment to supporting the highest quality faculty, facilities, students and scholars. As UM CoE pushes existing boundaries, expands its reach and enhances its stature in engineering and developing technologies, its leaders  increasingly stressed the vital importance of developing lasting relationships that increase public awareness regarding the importance and integrative nature of engineering.

A tertiary objective of the College’s Strategic Plan was to coordinate and support efforts to engage the K-12 educational community, to increase the number and diversity of students choosing engineering. To help support this objective, the College created in 2007 a dedicated office to support faculty for K-12 outreach and other social responsibility functions. The Office of Engineering Outreach and Engagement, or (OE)^2 (currently under the auspices of the Center for Engineering Diversity and Outreach), was established as a coordinating function with a mission to motivate, prepare, educate, and support outstanding, qualified students to enter the engineering field. With our partners in education, we both created original and unique educational outreach programs or took advantage of ongoing projects that boast the same high quality and adhere to the same high standards as the research on which they are based. (OE)^2 also provided assistance to faculty, scholars and students who wished to promote public understanding of science, engineering and new technologies through personal assistance with proposals, planning, implementation; facilitation and coordination on assessment and evaluation of research-based programs; coordination with other groups across campus; and collaboration with external groups.

YPSD

Ypsilanti Public School District established in 2007 a strong position on student achievement: Failure is not an option for its students. In order to produce the next generation of successful students who will make a significant difference for our community, state and country, the District changed its normal way of doing school business and provided students with learning opportunities that would build on their natural desire for success.

Collaboration around the ideas of teaching and learning in addition to coming to terms with achievement data were key toward making the District move from good to great. YPSD’s new initiatives related to this goal were focused on program coherence. Each program wa linked to other programs to build a learning community that offered consistency and structure.

YPSD established a professional learning community with Critical Friends' Group in all its schools. A range of school improvement efforts were undertaken, as well as curriculum mapping at all levels and for all courses. The work was data driven and research based. Teachers throughout the district looked at student data and accepted responsibility for effecting changes in instruction or procedures in order to help every child succeed in school. All initiatives were designed to raise student achievement district-wide.

Research on learning and cognition indicates students of all ages are more likely to learn when their experiences connect with and build on one another (Greeno, Collins, & Resnick, 1996; Mayer et al.; Wittrock, 1996; Bransford, Brown, et al.; Cocking, 1999). To the extent that experiences are disconnected, it is more difficult for students to incorporate new understandings into prior knowledge and to alter prior knowledge when necessary.

Studies in cognitive science indicate that learning takes time and requires recurring opportunities to practice and to apply knowledge and skills in new contexts. Material learned through short-term exposure and only in reference to a limited context is less likely to be retained and transferred to other settings.

In comparison to disconnected, short-term experiences, integrated experiences that are sustained long enough for successful completion provide greater clarity about what is required for mastery and how prior knowledge can be applied to future questions. This concept of program coherence set the stage for the strong partnership between YPSD and UM CoE that includes a commitment, over time, and the application of knowledge and skills in new contexts.

This is why YPSD decided to partner with UM CoE. Read more in this guidebook's first chapter about the process preceding the approach, and how a year of planning brought clarity and commitment to the jointly-owned endeavor.

Chapter 1. First steps: program startup, methods used, outcomes.

What each organization brought to the partnership

Before you read this section, please first read the Introduction to this Guidebook.

The following describes the joint planning process undertaken by UM CoE and YPSD since spring 2006. Goals are aligned with our mission and were defined as results of the program. Objectives are steps toward achieving the goals. Flexibility and willingness to readily adapt to change are key elements in the process. As programs evolved, they provided a springboard from which increasingly more effective educational outreach programs could be constructed. We used a new protocol to identify program goals and objectives in the context of the YPSD / UM CoE Partnership.

Following the new protocol, leaders of the Ypsilanti Public School District (YPSD), now known as Ypsilanti Community Schools (YCS), conducted an internal investigation, which produced its vision to prepare all its students to be positive, contributing members in a changing society. Community partnerships formed subsequently supported the District’s emphasis on sustaining a safe, caring, learning environment that focuses on quality and equity.

District leaders, teachers and parents committed to encouraging all students to graduate, attend college, and participate in Michigan’s economic revival. To empower this vision, District leaders and teachers formed a long-term plan for positive change that incorporated research on 90/90/90 schools, which are schools that were identified because they are at least 90% combined minority, at least 90% free or reduced lunch qualified students, and at least 90% successful on standardized assessments. These schools appeared to be doing something unexpected that leads to a high level of student achievement under challenging circumstances.
 High achieving schools have five commonalities worth consideration:

1. A strong emphasis and focus on achievement. 
2. Clear curricular choices
3. Frequent assessment and multiple chances for students to show improvement.
4. Strong emphasis on writing in all academic areas.
5. External scoring of student work.) YCS developed a new strategic plan that included strong partcipation by UM CoE faculty, scholars, students, and staff, in alignment with the 90/90/90 research.

Early in 2006, The University of Michigan’s College of Engineering (UM CoE) working group on K-12 outreach (now under the auspices of the Center for Engineering Diversity and Outreach or CEDO) also conducted an internal investigation. During the process, we identified potential partners in the community with both the desire and capability to respond to partnership development. Research on proximity to the College, demographics and available resources led working group members to YCS as a logical place to begin. After an initial introductory meeting and formal request to form a partnership by UM CoE’s Dean for Academic Affairs Tony England and his staff, a series of meetings with YCS Superintendent James Hawkins, Assistant Superintendent Richard Weigel, and a select group of science and mathematics master teachers were conducted during the following spring and summer. Ultimately both groups agreed to conduct a half-day workshop to explore mutual goals. A version of the Nominal Group Technique (Delbecq, A.L.; Van de Ven, A.H. and Gustafson, D.H. 1986) was used to prepare for the first workshop, so a significant amount of information was acquired in a very short period of time.

The first workshop

The purpose of the first workshop, held in August 2006, was to hold a discussion and build consensus-based answers to four key questions. We used the Nominal Group Technique (NGT) protocol to help us focus the discussion. The questions were:

From your perspective as a science and/or math teacher, please write your answers to the following four questions.

1. In the context of how UM CoE can support the YCS 9th grade Academy in the subject areas of math and science, what are your most urgent and important needs? Describe up to three.

2. How can you and YCS use UM CoE as a resource to meet those needs? Describe up to three examples.

3. What three challenges exist that may pose barriers to meeting those needs?

4. In your opinion, what three things could be done to increase the number of students choosing engineering or science as a career path?

Participants also explored some examples of strategies and programs at other institutions and in settings that may also work in the partnership.

Program Ideas

During brainstorming sessions, discussions and votes on priorities, workshop participants produced a set of poster-sized notes. The group voted on which ideas represented in the notes were the most feasible to pursue. The resulting priority list, which everyone co-owned, was used as the basis to construct the joint plan. Since this is an iterative process where CoE and YPSD participants actively educate each other, we took into account the organic nature of our learning communities, and allowed growth and change from year to year.

The next step we agreed on was to initiate those programs or projects commonly identified as having highest priority, with intentions to focus on simplicity, practicality, timeliness and cost-effectiveness. Andrews, Weigel and the volunteer group of UM CoE students and YPSD teachers continued discussions to flesh out details of pilot versions of the highest priorities.

A joint working agreement was executed for the initial pilot, and a 4-page color brochure was produced, which outlined the over-arching goals of the partnership. A scholarly paper on program development, the Teaching Fellows component of the program and early evaluation data was presented at the ASEE annual conference in June 2008.

Continued interaction allowed us to stay current with each other’s needs and to solicit advice and feedback. This iterative education process where both university faculty and K-12 teachers actively educate each other resulted in strengthening the partnership and expanding opportunities. The iterative process also advanced the concept of joint ownership.

Chapter 2. Mutual Goals

Mutual Goals

Goal 1: Guide student development

Student achievement was the partners’ first area of focus and we worked together to motivate students to achieve, provide teacher support toward achievement, and identify and implement systems to empower achievement. This goal was expected to change and adapt over time, but initial strategies for implementation were:

Strategy 1 – Motivate Secondary Students
Work together to motivate each student, especially those who need extra help focusing on academic goals, to aid them in discovering their own potential.

Help each student view himself or herself as part of the greater scheme of the continuum of education, and demonstrate potential models for each student’s future.

Strategy 2 – Mentor Secondary Students
Facilitate interaction among graduate and undergraduate students and secondary school students in mentoring relationships. UM graduate fellows and undergraduate students work directly with secondary students to help them see the value of education and to set specific goals.

UM CoE Teaching Fellows provide introductions to career paths in science and engineering (e.g., academia, industry, government), and expose secondary students to a college/research environment.

Strategy 3 – Provide Classroom Assistance
We created a model structure that places UM CoE graduate students as Teaching Fellows in teachers’ classrooms. Fellows augment teachers’ lesson plans with real-world examples based on concepts taught, and help teachers create classroom activities based on their own research. These activities provide curricular enhancement appropriate to each classroom setting. Program-sponsored campus / laboratory visits feature cutting-edge research to show how engineering and science are relevant to everyday life.

YCS committed to helping the school and surrounding community embrace the idea that all children will be prepared to attend college. With that concept driving the preparation of every K-8 student, a conceptual understanding of the high school experience and beyond began to emerge among students and parents.

The goal was that every student who entered YCS will understand possible career paths following high school graduation from teachers and other professionals at YCS who promote a variety of career options. For example, YCS participated in the web-based academic and career planning system (Education Development Plan or EDP). The Partnership benefits from access to student data, which was used to recruit students to take advantage of summer programs, campus visits, and other opportunities. EDPs were part of a larger, more comprehensive academic and career planning process that all 7th-12th graders must complete and review/revise annually to reflect their experiences and education. Students focused on the following areas as they developed their EDP:

• 
Careers/School of Interest 
Four-Year Education Plan (Courses taken yearly/credits received) 

• Career Pathways 

• Career and Life Goals 
• 
Career Planning Activities 

• Post-Secondary Plans 
Activities and Abilities 
• 
Extracurricular Activities 
Skills and Abilities 

• Awards and Certificates 

• Work Experience 

• Volunteer Experiences 


Using the "Career Cruising" website, students were able to complete a self-inventory and to research post-secondary institutions and their admissions requirements including ACT scores, tuition, and various community colleges and universities that could serve their career needs. They were also able to take a virtual tour of the colleges they were considering attending.

UM CoE Fellows were available to students to discuss future career plans. This work has traditionally been accomplished by counselors, and was continued to be done by counselors, while engagement by the Fellows and tutors enhanced the high school experience.

YCS planned to continue to evolve a system of steps that coordinate curriculum and instruction to help prepare students for coursework leading to specific career choices. For example, YCS created a graphical depiction, the Learning Continuum, of the college preparation process.

Detail: Motivating students
The correlation between motivation and student achievement is clear. UM CoE students worked with students to build on the drive for success – not the fear of failure. Through interactions and personal stories, UM CoE students help YCS students to set reasonable and attainable goals while helping students to overcome weaknesses. This included time management and visioning exercises for future success. Key factors addressed were providing secondary students with feedback on their knowledge gain, with support to make activities engaging, with someone who could conceptualize and work on long-term projects, and provide insight on motivation and how those dynamics affect them.

Detail: Coaching / mentoring programs
For the first year, the partners agreed the highest priority was to establish a coaching / mentoring program for secondary school students at YCS. To minimize duplication of effort, we worked in partnership with UM CoE undergraduate and UM National Society of Black Engineers (NSBE) Chapter representatives. NSBE runs a volunteer program that sends undergraduate student tutors to YCS on a weekly basis, and conducts lab and campus visits throughout the school year. UM CoE / NSBE Chapter collaboration plans called for building a long-term relationship with YCS that mirrors much of what was currently done on a smaller scale by the NSBE chapter members. Partners planned to pursue a coordinated effort that would help both groups monitor successes and challenges.

Detail: CoE students as teaching fellows
The partners paired engineering graduate students (Teaching Fellows) with teachers. The volunteers contributed time, knowledge, and energy to the classroom to increase student understanding, appreciation, and interest in science, technology, engineering, and mathematics. Each teacher was paired with one Fellow, who agreed to assist in the teacher’s classroom each week for at least six to ten hours per week (usually included at least two, two-hour periods, along with an additional hour of preparation time outside the classroom). Each team determined the exact role that the Fellow would have in the classroom. Fellows assisted with labs, group work, and class discussions, as well as developed projects, labs, lectures, and demonstrations. Fellows also presented their own research, set up and led tours of their own and other UM CoE labs, and served as local science fair judges.

Goal 2: Foster a community of educators, beginning with parents

The conceptual understanding of bringing in the larger community, especially the parents, to help each student to learn and see themselves as successful college students was at the heart of this goal. Communication about school and learning were considered paramount to helping students gain a greater conceptualization of their future. To reach the goal, we sought to:

1. Increase parents’ interest in students’ learning and the importance of science and engineering education to their children’s future
2. Encourage everyone to invest in every student’s advancement
3. Involve all members of the community as educators
4. Facilitate communication between university engineers and scientists and the community via News Media, Informational videos, The Internet, and Venues of informal education (libraries, museums, science centers, etc.)

Strategy 1 – Parent Involvement Program
We realized that a key opportunity is to engage parents in the education of their children. UM CoE utilized its resources for communication and influence to ask parents to attend meetings, and work with UM CoE students and others. Special efforts were made to engage parents who were not normally involved with their child’s education.

Strategy 2 – Parent Learning Community (PLC)
Learning is a life-long process. CoE and YCS, with a parent focus group, launched a joint venture based on the Professional Learning Communities format. This included but was not limited to programs, projects, technology, and student motivation.

We helped the YCS community envision the future. The PLC provided opportunities for parents and the community to work with career counselors and visionary speakers from UM CoE and others as appropriate.

Detail: Parent Learning Community
The YPSD strategic planning committee continuously sought ways to work with parents to communicate why it is possible for their children successfully complete high school and attend college. The committee envisioned a variety of programs for parents who receive encouragement, tools and learn new skills to support their students in the home environment. This included: supervision, homework help, communication about school, parenting expectations, parenting style and behavior management. In the fall term 2007, partners met with a focus group of parents to determine the feasibility of such a program.

Goal 3: Promote teacher professional development and inquiry-based learning

Research shows that individual teachers in the classroom have more impact on student learning than any other factor. Three key factors to enhance learning for teachers are: 1) Content Knowledge and Curricular Design; 2) Instructional Strategies; and 3) Classroom Management.

Strategy 1 – Provide professional development for YPSD teachers

Strategy 2 – Provide opportunities for UM CoE gradate students to learn about teaching

Strategy 3 – Work together in a “case study” format focused on student learning preparation for engineering

Strategy 4 – Faculty affiliate program and teacher research experiences
A peer-to-peer program for developing depth and scope for science and mathematics

Strategy 5 – New learning opportunities and classroom experiences
A program of instruction about engineering to add to knowledge of applications of science and mathematics

UM CoE relied on the expertise of YCS professionals to work on instruction and classroom management. UM CoE and School of Education (SoE) worked with YCS on development of greater content knowledge, especially in mathematics and science, as well as support for curriculum mapping for all YHS courses.

Detail: Professional development for YPSD teachers
YCS staff worked with UM CoE faculty on content knowledge and applications. UM CoE identified  research groups who had financial resources and the capacity to host teachers in their labs during the summers. For example, the NSF-funded Research Experiences for Teachers (RET) program supports the active involvement of K-12 teachers and community college faculty in engineering research in order to bring knowledge of engineering and technological innovation into their classrooms. There are two mechanisms for support of in-service and pre-service K-12 teachers and/or community college faculty research: RET Supplements and RET Sites. RET Supplements may be included in proposals for new or renewal NSF Directorate for Engineering (ENG) grants or as supplements to ongoing NSF/ENG funded projects. RET Sites are based on independent proposals to initiate and conduct research participation projects for a number of K-12 teachers and/or community college faculty.

Detail: CoE grad student learning
YCS leaders worked with UM CoE graduate students on research-based education strategies, focusing on concepts and ideas that work well for classroom teachers. Some Teaching Fellows participate in Professional Learning Community work and discussions in their own group, as well as groups from YCS and the middle schools. This activity provided graduate students with confidence for working with classroom teachers, and increases empathy in the context of challenges in a time when education is increasingly politicized.

To help support this effort, UM CoE sought funding from a variety of sources, including the Graduate Teaching Fellows in K-12 Education (GK-12) Program. Managed by NSF's Division of Graduate Education (DGE), GK-12 provides funding to graduate students in science, technology, engineering and mathematics (STEM) disciplines to acquire additional skills that will broadly prepare them for professional and scientific careers in the 21st century. Although the program resides in the Directorate for Education and Human Resources (EHR), GK-12 is an NSF-wide activity supported by EHR as well as the Directorates for Biological Sciences (BIO), Computer and Information Science and Engineering (CISE), Engineering (ENG), Geosciences (GEO), Mathematical and Physical Sciences (MPS), Social Behavioral and Economic Sciences (SBE), Office of International Science and Engineering (OISE) and the Office of Polar Programs (OPP). 

NSF developed the GK-12 program recognizing that, in addition to being competent researchers, STEM graduate students must be able to communicate science and research to a variety of audiences. As the graduate students bring their cutting-edge research and practice into the K-12 classroom, they gain these skills, which enable them to explain science to people of all ages, ranging from students to teachers. The graduate students also inspire transformation in the K-12 formal and informal learning environments and stimulate interest in science and engineering among students and teachers. NSF understands that STEM graduate students can contribute to the national effort to advance scientific knowledge through partnerships with K-12 communities.
 Through the GK-12 program, institutions of higher education have had an opportunity to make a significant change in STEM graduate and K-12 education programs by creating strong and enduring partnerships.

Detail: Build a case study format for teaching and learning
UM CoE took an inquiry-based approach when working with teachers to:

• Encourage both teachers and students to ask questions and participate actively in the learning process
• Adhere to either statewide or national standards, but surpass minimum requirements
• Include educators and students in the process
• Show students how to interpret data, not just collect it
• Encourage exploration and mind-expanding ideas

Detail: Faculty affiliates program and teacher research experiences
YCS / UM CoE partners launched a Faculty Affiliates program that offered teachers a range of opportunities to enhance and enrich the teaching experience. Programs planned included peer mentoring programs, industry partnership / internship opportunities to address relevance, professional development opportunities, campus and lab visits, and development of summer science opportunities such as NSF’s Research Experience for Teachers.

Detail: New learning opportunities and classroom experiences
YCS / UM CoE partners provided opportunities for teachers to visit college laboratories and attend events hosted by UM CoE professors and graduate students who presented the scope of work available in STEM fields. Partners emphasized concepts of how science and math are used in the workforce. Teachers with experiential knowledge and understanding of application brought a greater wealth of contextual knowledge to the classroom.

Goal 4: Provide hands-on science opportunities

Activities to support this goal included fostering self-motivated learning by mentoring and motivating students to conduct independent research, seek advice from others, and ask questions. Participating teachers and Fellows taught the engineering-based analytical approach to solving problems, and engaged students in science and engineering research processes. Students have the opportunity to conduct fieldwork to highlight current research and provide background information in the classroom. Students transferred what they learned on field trips to the classroom environment and participated in follow-up activities. Teachers and TFs also publicized local programs that support science and engineering.

Strategy 1 – involvement in clubs and other programs
UM Students have many opportunities to participate in co-curricular activities such as student organizations that foster a sense of community and provide opportunities for students to take initiative for their own learning and development.

We provided opportunities for UM students to interact with YCS teachers and students. For example, we envisioned participants working with YCS in the hands-on engineering project activities such as Concrete Canoe, 
Field Emission, Get Away Special Investigation
, Formula Car, 
Future Car
, Human-Powered Helicopter, 
Human-Powered Submarine, 
Michigan Mars Rover
, Mini-Baja
, Solar Car, 
and Steel Bridge.

Detail: Involvement in clubs and other programs
Partners envisioned enrichment opportunities provided to YCS students through the programs described above. Students were made aware of opportunities such as the Summer Engineering Academy, which engaged students between 8th and 12th grades in hands-on learning at the UM CoE campus. A survey was conducted and the programs were brought to the attention of the YCS educators, parents and students. We also explored development of after school programs to enhance hands-on, exhibit-based learning experiences. An example of a program with these elements is a team that meets after school to compete in the First Lego League challenge. Ideally, these teams would be led by a combination of educators from YCS and faculty, staff or students from UM CoE.

Chapter 3. Marketing, Communications, Publicity

Branding

We worked with the University’s marketing staff to create branding for the project. We presented the background story, goals and objectives of the program, and they created various possible logos from which to choose. The theme that emerged was based on the growth process of a tree, which spreads both roots and branches as it grows.

We added these to our brochure and then created a poster, which we put on display during special presentations.

Weblogs

As the project grew, we decided to document the activities through blogs for Teaching Fellows and the Parent Community.

Publicity

We worked with local news media organizations as well as the School District's public relations director to inform the broader community about our efforts. A few news articles were published.

Internal Resources

To enable sharing of internal documents, we utilize a campus-based document sharing tool ("C-Tools") that is based upon Sakai open-source software. If you are a member of the project or have another kind of clearance, you can access the site by clicking here and logging on with your UM uniqname and password.

The site featured a "Resources" section that includes a K-12 Materials Resource Center, Engineering Outreach Sites; Tools, The Ginsberg Center Workshop on K-12 school cultures materials, Relevant Articles, a Teaching Fellows' page, and a page on Teaching Courses. The site also has an "Outreach Handbook" page, which contains most of the documents you find throughout this Guidebook, according to general topic.

Chapter 4. People

Program management teams

Editor's Note: This documentation was updated April-May 2015. This section describes specific  participants who helped launch the program. New Center for Diversity and Engineering Outreach (CEDO) program leaders and participants can be contacted by clicking on this link.

The first two years: 2007-2008. The director of (OE)2 oversaw the College of Engineering's role in the partnership. The school district (YCS) appointed its Assistant Superintendent Richard Weigel as their point person. YCS Central Office administration included Superintendent James Hawkins, Richard Weigel, and Director of Public Relations / Pupil Accounting, Emma Jackson. (In the case of UPSM, Superintendent Margaret Trimer-Hartley and Principal Shawn Hill acted as school liaisons.) Regular meetings were scheduled throughout the year to ensure continuity and progress. The assistant superintendent relayed information about the program, as appropriate, to the Ypsilanti Public Schools Board of Education. The Assistant Superintendent also worked with and promoted the partnership with the district school improvement team consisting of teachers, administrators, parents, community members, and Washtenaw Intermediate School District (WISD) personnel.

Other staff members at the College of Engineering worked in support of the initiative as funds allow. For example, during the pilot year we employed two outreach assistants (graduate students) and a school liaison (retired teacher) at .25 FTE each. The outreach assistants were Ph.D. candidates who acted as liaisons to the College student body for purposes of recruitment and management of the program’s Teaching Fellows (graduate students) and Tutor/Coaches (undergraduate volunteers). The school liaison played a very important role in helping the College align with school district guidelines, and to interface with school administrators, parents and teachers.

During the 3rd year, the College relied on a Post-Doctoral Fellow, who transitioned into a new role that  added publishing, course development, and day to day management of the program.

Post-Doctoral Fellow

This position was designed to plan, implement, and coordinate College of Engineering - K-12 partnership academic enrichment and outreach programs, develop related undergraduate and/or graduate level coursework and provide instructional service and/or expertise, and engage in collaborative efforts to develop new, innovative programs in the College of Engineering.

Graduate Teaching Fellows Liaison

Contact the CEDO office if you are interested in complete document that describes the tasks and duties associated with the K-12 Outreach Assistant – Teaching Fellows Liaison position for the pilot period, January 2007 - August 2008.

This individual, a graduate student who works with the project ~10 hours per week, was primarily responsible for coordinating the Teaching Fellow component of the partnership, which included (but was not limited to): recruitment of Teaching Fellows (TF), acting as liaison between the Teaching Fellows and the College, corresponding with TFs, planning and coordinating meetings and events as they relate to the Teaching Fellow program. The documentation details the K-12 Outreach Assistant role as served by UM CoE Ph.D. candidate Joy Oguntebi, and is based on the pilot year 2007-2008. All descriptions in this document refer to events that occurred during the employment period (2007-8).

Responsibilities of the liaison to the graduate teaching fellows (TFs) are described below in list format, authored by Joy Oguntebi.

o Act as student liaison to graduate student TFs: as appropriate, send emails to list serv with information, resources, announcements of events and activities, notifications for meetings, etc.

o Utilize C-Tools project site as appropriate for uploading program related documents and information; in addition, monitor and post to project blog and/or C-Tools.

o Toward end of each term: Plan and implement a recruitment program and applications / materials

o Help plan and/or prepare presentations for parents, teachers and students as requested

o Help plan, participate in and/or conduct information meetings, mini-workshops, etc. for TFs, Tutor/Coaches and Teachers

o Help plan, participate in and/or conduct information meetings for prospective TFs

o Attend (OE)2-related meetings (held bi-weekly during the Academic Year)

o Assist with providing information for the K-12 partnership web pages with link to YPSD web page

o Help with survey administration for TFs, if needed

o Maintain blog of outreach activities as desired

o Assist with exploring hands-on science opportunities on campus

o Other activities as necessary to be determined with (OE)2 team

Undergraduate Student Liaison

Responsibilities of the liaison to the undergraduate volunteers are briefly described here, written by Angela Dixon. The undergraduate liaison primarily coordinates with undergraduate student groups involved in providing tutoring services once a week at the school, and a Saturday program during the Spring, designed to help students prepare for standardized tests and learn more about the college application process.

o Meet with NSBE (and other organization) leaders as appropriate to coordinate activities, such as after-school tutoring, campus visit programs, and NSBE TORCH program

o Monitor project blogs; watch for comments, interaction of Tutors/Mentors; assist with problem solving related to program activities

o Help recruit volunteers from student organizations to assist with tutoring, student visits, or other programs.

o Assist with exploring hands-on science opportunities and demonstrations on campus

o Toward end of each term: Help plan and implement a recruitment program and applications / materials with (OE)2 staff

o Help plan, participate in and/or conduct information meetings, mini-workshops, etc. for working TFs, Tutor/Coaches and Teachers as requested

o Help plan, participate in and/or conduct information meetings for prospective TFs and tutors

o Add updates to (OE)2 Website as they are made available

o Utilize C-Tools project site as appropriate for uploading program related documents and information; in addition, monitor and post to project blog

o Maintain blog or journal of own outreach activities

o Help plan and/or prepare presentations for parents, teachers and students as requested

o Participate in PLC meetings as desired or as requested

o Attend all (OE)2-related meetings

School Liaison

The College paid on a consulting basis a recently retired master teacher from Ypsilanti High School, Carol Cramer, who serves as the project’s official school liaison. Cramer works ~10-15 hours per week during the Academic Year (September - May). She provides support related to school administration, teachers, and facilities. Actual forms and other documents can be found in later chapters, linked to each activity.

o Facilitate communication between Ypsilanti High School YPSD and the COE outreach program.

o Co-develop and build a parent education program and parent learning community.

o Facilitate the Parent Learning Community meetings.

o Research and use data (e.g., Educational Development Plan (EDP) and MEAP scores) to select students for College of Engineering Partnership opportunities.

o Facilitate use of YPSD buses and facilities.

o Help organize field trips, attend and make sure that COE and YPSD procedures are followed.

o Help develop pre-visit programs to “model” engagements during field trips and/or campus visits; recruit graduate students and/or TFs to help with presentations and demos. For example, ask graduate students or TFs to demonstrate how students should interact with engineers at the biannual Design Expo.

o Help administer program evaluation surveys for students, staff and TFs.

o Read TF Blogs and add comments to them.

o Attend TF meetings and offer insight on questions and issues related to classroom experience raised by TFs.

o Work with Kourtney Neloms, creator and facilitator of the annual Ginsberg Center on Multicultural Issues workshop for TFs; includes participating in the workshop each term.  (NOTE: Link to workshop documents is located on UM CoE's C-Tools site; access is limited to members of the UM community.)

o Attend planning meetings, events related to COE outreach program.

Chapter 5. Secondary Students

Benefits to Secondary Students

Please refer to Chapter 2, Mutual Goals, to learn more about how the students in our partner schools benefit from the project. Briefly, to guide student development, our aim is to motivate and mentor the students, and provide both in-class assistance and after-school coaching and tutoring. In addition, we work to identify field trip or event opportunities, and we help to cover costs related to transportation, chaperones, catering, materials and supplies, etc. Key people involved in organizing and running these events are the (OE)2 Outreach Assistants and the School Liaison.

Pilot Year Events for High School Students

Design Expo (Fall '07 and Spring '08)

A group of students attended the College of Engineering's bi-annual Design Expo. Cramer created a checklist for the event, and sent out a special letter to students and parents to announce it. Thirty-one Ypsilanti High School (YHS) students boarded a bus to Lansing to attend this year’s College of Engineering Fall Design Exposition. This event, usually held on the U-M campus each term, took place on Tuesday, December 4, 2007 in the State Capitol Building. Students arrived in time to pick up a box lunch and then cruised the halls of the Capitol Building to view the engineering exhibits and talk to engineering design students and faculty.

NSBE Annual Conference in Florida Attendance by YHS Students

To deepen students’ understanding of engineering, future opportunities and expose them to life outside of their normal boundaries, NSBE Chapter volunteers host high school students who apply to attend the annual event. YHS students Michael Horgow and James Taylor traveled with NSBE volunteers to this year’s conference, and are now in the process of trying to establish a NSBE jr. chapter at the school. The students wrote essays to describe the experience and their renewed motivation to achieve (click on their names to read the essays).

Bilal's Stand

We screened at the school auditorium "Bilal's Stand", a feature-length film produced by a UM student, which tells his own story. Bilal was an inner-city high school student who worked at his family's long owned taxi stand. 'The Stand' was the source of all money and activity for the family for sixty years, and it Bilal was about to carry the torch. But after secretly applying to and being accepted to the University of Michigan, and taking up ice sculpting in order to win a scholarship, Bilal was forced to decide whether to continue to work at the family business, or take a chance at social mobility. The film addresses issues that many inner city youth face in regards to peer pressure, unequal education, race, class, religion, and the notion of "selling out".

Campus Visits - Lab Tours and Seminar Attendance

Teaching Fellow Tiberius Moran-Lopez invited his partner Teacher's class to tour the College of Engineering's 3D Lab. They also attended a seminar that featured the research conducted this year by Tiberius and his colleagues.

Checklists

School Liaison Checklist

The School Liaison, Carol Cramer, works closely with (OE)2 staff, Teaching Fellows, school administrators, Faculty Affiliates (Teachers) to ensure all field trips and other events for secondary students run smoothly. Cramer’s check list is one that can be adapted for similar school partnerships; however, most schools and districts have specific requirements that may or may not apply.

1. Review building use and district policies and forms on field trips.

2. Identify target group of students-compile list and contact information with information provided by counseling department. (See Pilot Year Student Selection checklist below.)

3. Review the field trip goals and budget. Identify the sources of funding for the trip and the costs involved in the trip-be clear on who is to pay for what and how the payments will be made.

4. Review the policy on photography of students and make sure it is followed.

5. Make sure the field trip request form has been filled out and approved.

6. Make sure the transportation (bus) request form has been filled out and approved.

7. Make sure the field trip permission slips (including emergency contact information) have been filled out and signed.

8. Write up a description of the field trip (click here for sample from the Design Expo) to send home with the permission slips.

9. Arrange a distribution and collection system for the description note and permission slips.

10. Secure chaperones for the field trip, and this group should include teachers.

11. Create a list of participants (name, grade, and student number) and communicate this plus the goals, meeting point, date, and times of the field trip to all school faculty, administration and staff.

12. Secure directions to the field trip destination and parking information. Be prepared to communicate this to the bus driver and others.

13. Make sure attendance is taken and all students are accounted for before departure on both ends of the field trip.

14. Do not allow a student to participate if there is no signed permission slip and emergency information.

15. Send out a follow up list of participants who attended the field trip to all school faculty, administration, and staff.

Student Selection Checklist

Cramer follows a process for selecting students and/or their parents for Field Trips, as well as for the Learning Community:

1. Identify grade level and/or career interest of students for the activity.

2. Work with the counseling department to secure data upon which to build your lists.

3. Compile a list based on the student’s Educational Development Plan. The State of Michigan requires that students exiting 8th grade complete an Educational Development Plan which is enhanced during high school. It is possible to compile a list of students by Career Pathway-the Engineering/Manufacturing & Industrial Technology pathway is a starting point.

4. For 9th and 10th grade students, use a combination of Career Pathway and 8th grade MEAP science and math proficient scores.

5. For 11th and 12th grade students, use completed requisite number of credits to graduate on time, GPA and Career Pathway.

Chapter 6. Parents

The Parent Learning Community

Fostering a community of educators, beginning with parents

The conceptual understanding of bringing in the larger community, especially the parents, to help each student to learn and see themselves as successful college students is at the heart of this effort, which supports one of the main mutual goals of the project. Communication about school and learning are paramount to helping students gain a greater conceptualization of their future.

At the beginning of the pilot year (fall 2007), we invited about 30 families (parents) to hear a presentation on how to increase their students' interest in learning and the importance of science and engineering education to their children’s future. About half the group decided to help us launch a Parent Learning Community (PLC), which is based on the premise that learning is a life-long process. Members themselves are lifelong learners, and are interested in finding new ways to help their children achieve in school, and to see themselves as future college students.

The PLC, which meets once per month during the school year, provides opportunities for parents and the community to work with career counselors and visionary speakers from UM CoE and others as appropriate. The joint venture was based on the Professional Learning Communities format.

The PLC held its first meeting in the fall of 2007 (See Agenda).

Each month, the group, which included both parents and their students, met and addressed a series of topics. These included

o Summer Opportunities for Students, Part I and Part II
o The use of the Educational Development Plan and How to Navigate the Internet, Research on Internet Use, and "Wade the Web"
o A NSBE-sponsored TORCH program for College Readiness and Standardized Test (ACT, SAT) Preparation
o And a final meeting featured a field trip to the College campus.

Although other protocols were used, the "Learning from Speakers" proved the most popular. Because of the success of the first year's activities, and the enthusiastic response of both parents and their children, the District is now offering to expand the PLC to other schools throughout the District. To read more about the PLC, its upcoming 2008-9 agenda, and view photos and review supporting documentation, visit the PLC Blog.

Chapter 7. Teaching Fellows and Tutors

Engineering Graduate Students as Teaching Fellows

We have created a model structure that places UM CoE graduate students as Teaching Fellows in Faculty Affiliates’ (Teachers’) classrooms. Fellows augment lesson plans with real-world examples based on concepts taught, and help teachers create classroom activities based on their own research. These activities provide curricular enhancement appropriate to each classroom setting. Program-sponsored campus / laboratory visits feature cutting-edge research to show how engineering and science are relevant to everyday life.

YPSD commits to helping the school and surrounding community embrace the idea that all children will be prepared to attend college. With that concept driving the preparation of every K-8 student, a conceptual understanding of the high school experience and beyond will emerge among students and parents.

The Fellows are available to secondary students to discuss future career plans. This work has traditionally been accomplished by counselors, and will continue to be done by counselors, while engagement by the Fellows and tutors enhances why a student is in high school.

School administrators continue to evolve a system of steps that coordinate curriculum and instruction to help prepare secondary students for coursework leading to specific career choices. For example, YPSD created a graphical depiction, the Learning Continuum, of the college preparation process.

Contributions

Teaching Fellows contribute time, knowledge, and energy to the classroom throughout the school year to increase student understanding, appreciation, and interest in science, technology, engineering, and mathematics. Each Faculty Affiliate (Teacher) is paired with one Fellow, who agrees to assist in the classroom each week for at least six to ten hours per week (usually includes at least two, two-hour periods, along with an additional hour of preparation time outside the classroom). Each team determines the exact role that the Fellow will have in the classroom.

Fellows assist with labs, group work, and class discussions, as well as develop projects, labs, lectures, and demonstrations. Fellows also present their own research, set up and lead tours of their own and other UM CoE labs, and participate in extracurricular activities such as local science fairs or summer enrichment programs.

Activities include fostering self-motivated learning by mentoring and motivating students to conduct independent research, seek advice from others, and ask questions. Participating Faculty Affiliates and Fellows teach the engineering-based analytical approach to solving problems, and engage students in science and engineering research processes. Students have the opportunity to conduct fieldwork to highlight current research and provide background information in the classroom. Students transfer what they learn on field trips to the classroom environment and participate in follow-up activities. Faculty Affiliates and Fellows also publicize local programs that support science and engineering.

Recruitment of Teaching Fellows

The College employed for the pilot year a Graduate Teaching Fellows Liaison. Click here to download the complete document that describes the tasks and duties associated with the K-12 Outreach Assistant – Teaching Fellows Liaison position for the pilot period, January 2007 - August 2008. For additional information, see Chapter 4, People.

This individual works with the project ~10 hours per week, and is primarily responsible for coordinating the Teaching Fellow component of the partnership, which includes (but is not limited to): recruitment of Teaching Fellows (TF), acting as liaison between the Teaching Fellows and the College, corresponding with TFs, planning and coordinating meetings and events as they relate to the Teaching Fellow program. The documentation details the K-12 Outreach Assistant role as served by UM CoE Ph.D. candidate Joy Oguntebi, and is based on the pilot year 2007-2008. All descriptions in this document refer to events that occurred during the employment period (2007-8). This is not an all-inclusive list and will need to be modified as the duties, responsibilities, and future programs/events change.

Fellows' Activities

The partnership was officially launched with seven graduate student fellows assigned to eleven teachers in September 2007 (first Term, AY 2007-8). In January 2008 (second Term AY 2007-8), ten graduate student fellows and ten teachers were paired together. For AY 2008-9, 12 Fellows will work with Faculty Affiliates from YPSD; in addition, the program will expand to include Detroit’s University Preparatory Science & Math Middle School (UPSM).

Each Term, Fellows and Faculty Affiliates participate in workshops that focus on issues specific to their professional development needs and the goals of the program.

Workshops

Fellows come together for two workshops and two meetings per term.

Pedagogy Overview
The first workshop, conducted by YPSD professional development expert and assistant superintendent Weigel, is designed to provide Fellows with district-based pedagogical training. Fellows receive a half-day intensive, seminar-style course on topics such as the Marzano Method (see References, Chapter 10, Marzano et al.); classroom discipline; working with secondary students; role model concepts; student motivation; project design; lesson design; engaging students; and working with parents. They are also briefed on the overarching goals of the program; how to work with tutor volunteers; how to create and update program web logs; and school district rules and regulations. Fellows are also provided with a Membership Form to join the ASEE if they are not already members.

Social Identity and School Culture
Fellows also attend a half-day workshop to enhance understanding of one’s social identity and its connection to meaningful service learning, which are fundamental components for relating to, understanding and improving motivation in today’s high school student. The interactive workshop, designed by the University’s organization for student participation in local, regional, national and global community service, includes identity self-analysis exercises, discussion of the lives of YPSD students and its connection to motivation and achievement, and techniques for improving motivation. During the workshop, Fellows first engage in a warm-up exercise, “life/education road map.” The workshop covers definitions of service learning and social identity, with an exercise in social identity profiles. A presentation is made by YPSD Consultant Carol Cramer about demographics, documented incidents, and observations of YPSD students. Motivational issues based on observations, experiences, and blog entries are also explored, and the connection between social identity & motivation as well as thoughts or feelings about achievement in the current youth climate. The workshop wraps up with methods for increasing and improving motivation.

Fellows Debrief, and Coaching Coordination
Fellows meet at the beginning and during the middle of each term. The first meeting includes volunteer tutors, who coordinate with the Fellows to ensure continuity with homework assignments and to identify secondary students who need help with specific topics. During the second term, the National Society of Black Engineers (NSBE) Chapter at University of Michigan launched a standardized test and technical skills preparation workshop series, which is co-sponsored by (OE)2 and YPSD. The second Fellows’ meeting occurs about mid-term for the purpose of discussing issues, problems, or concerns related to their classroom experiences. (OE)2 staff provide helpful feedback and support during this meeting.

Fellows and Faculty Affiliates “Gala” Events
Both Fellows and Faculty Affiliates meet together at the end of each term to review accomplishments and celebrate successes. This usually takes place at a restaurant where everyone who attends enjoys a good meal in a relaxing setting. During the pilot year, we held one event in December 2007 and the second in May 2008.

Teaching Fellow Instructional Packet

At the beginning of each new term, Fellows receive updated instructions in the form of documentation handed out either in a packet at a kick-off workshop, or via email, or both. The packet includes a description of the position; forms and guidelines for working at the school; instructions on how to use the community blog; instructions on how to work with the tutor/coaches; and a form to fill out in order to join the American Society for Engineering Education (ASEE).

The Teaching Fellow Description
This document covers a range of topics to help Fellows quickly acclimate to working in local schools. Included are

o Fellow-Faculty Affiliate team pairing process

o Inside the classroom: time expectancy; types of classroom activities

o Program survey information (supports the evaluation process)

o Outside the classroom: preparation periods; meetings with partner Teachers; Community Blog participation

o Pairing with Tutor-Coaches in teams

o Workshops

o Background Check Information Form (must be completed before working at the school)

o Dress code

o Ideas for classroom activities and engagement. A new resource center will be up and running during AY 2008-9; in the meantime, Fellows can access ideas on the Community Blog, the (OE)2 Blog (see sidebar, Resources for Teachers, Teaching Fellows and Students, or on the Project C-Tools site (uniqname and password required).

o Transportation

o Reimbursements

o Contact information for questions

2008-9 YHS Class Schedule

1st Hour-7:24-8:23

2nd Hour-8:28-9:27

3rd Hour-9:32-10:40

4th Hour-10:45-12:14 contains lunch 1/2 hour

5th Hour-12:19-1:18

6th Hour-1:23-2:22

Classroom Enrichment Guidelines
Ypsilanti High School's school improvement process has established a set of norms that each TF should bear in mind during classroom time:

o Show respect to all in our academic environment

o Use school appropriate language

o Be on time

o Be prepared to learn

o No electronic devices

o Keep food & drinks in the cafeteria

o Maintain a neat and orderly classroom

o Remain seated until the teacher dismisses the class

Click here to view the YPSD School Calendar. This is very important information for planning and scheduling events or field trips.

The Teaching Fellows' Blog Instructions
This document describes specific guidelines on how to record classroom experiences, navigate others' contributions, and share materials or new activities.

Fellows and Tutor Coach Coordination Instructions
This document instructs Fellows on how to interact with undergraduate volunteer tutors and coaches.

Volunteer Tutors and Mentors

During the pilot year of the program, we recognized that the University of Michigan College of Engineering Chapter of the National Society of Black Engineers (NSBE) had been working at Ypsilanti High School, providing undergraduate volunteers to tutor and mentor secondary students through its Pre-College Initiative (PCI) program.

To collaborate and support their efforts, we assigned a liaison from (OE)2 to help NSBE’s program become even more successful. Angela Dixon served as our first liaison, and she and Brandon Lucas now split that responsibility.

For AY 2008-2009, NSBE Pre-College Initiative offers free tutoring on Mondays and Thursdays, starting September 15, from 2:45 - 4:15 pm at Ypsilanti High School. This year's NSBE PCI Chair is Juliet Amene.

Over the course of the year, the number of volunteer tutors increased, as did the number of secondary students who arrived on designated weekly dates to receive help with their studies in math and science.

NSBE tutors are normally undergradate students, who help secondary students with specific subject areas (math, science). They work on an hourly basis and help with study skills, provide one-on-one assistance, and also act as mentors throughout the academic year.

The first year, we identified the following components of the program that (OE)2 could both augment and participate in. Components:

• The tutoring component will go beyond just helping students with homework in various subjects.
• Tutors/coaches will be heavily involved with providing information that students might have missed in class.
• Tutors familiarized themselves with classroom concepts (via meetings with classroom Teaching Fellowss and/or Faculty Affiliates) so that they know what the students are expected to learn over the course of the semester.
• A pairing process was devised in order to match 2-3 tutors with each Teaching Fellow so that those tutors are responsible solely a particular subject (this was also helpful for evaluations).
• Continuous dialogue between Teaching Fellows and Tutors helped with cross-checking students’ participation in the program.
• Mentoring naturally occurs during the coaching/tutoring process, especially with long-term consistent presence of Tutors. We encouraged Tutors to commit for the academic year.
• Consequently, the Partnership strongly supports the after school tutoring program with YHS students so that a sizeable number of YHS students participate.
• To recruit NSBE members, we held tutoring information sessions and explained expectations of the tutoring program (i.e., activities of tutors/coaches supplement classroom work).

To advertise the program, we worked with Carol Cramer, the Partnership liaison to schools, and the school administration (Assistant Superintendent Richard Weigel, Vice Principal Lewis, etc.). The program is announced at freshman orientation, and during the school week over the PA system; also via fliers that are distributed to Faculty Affiliates (teachers) and Teaching Fellows.

Description: Tutoring component
NSBE holds one 2-hour tutoring session once a week during the Winter term. Bi-weekly Saturday morning workshops occur from 9am-noon. At these, the first 1.5 hours consists of standardized (ACT/SAT) test preparation, followed by a half hour lunch, then by an hour Technical Outreach Community Help (TORCH) hour. The TORCH hour builds secondary students’ skills in Microsoft Office, Photoshop, e-mail etiquette, etc.

Description: Mentoring component
NSBE pairs every student with a College mentor (NSBE,SWE,SHPE members). NSBE requires that mentors/mentees communicate at least twice a month. We plan 2 social events per semester specifically for the mentors/mentees – eg. bowling, leadership workshops, etc. Mentoring involves talking about the college experience, but volunteers work to determine a structured format so that requirements are enforced (social events, senior weekend, etc.).

To offer travel opportunities, NSBE arranged to coordinate with (OE)2 to sponsor YHS students to attend NSBE’s Fall Regional Conference (FRC) and National Convention (last year this was held in Florida), as well as compete in NSBE’s PCI academic competitions.

Chapter 8. Faculty Affiliates (Teachers)

Working with Our Faculty Affiliates

The third goal of the partnership aims to promote teacher professional development and inquiry-based learning. Research shows that individual teachers in the classroom have more impact on student learning than any other factor. Our strategies include working together to identify professional development opportunities for Faculty Affiliates (teachers), to provide opportunities for UM CoE gradate students to learn about teaching, to work together in a “case study” format focused on student learning and preparation for engineering, to support a Faculty Affiliate program for teachers and notify them of ongoing research experiences, and provide instruction and information about engineering to add to knowledge of applications of science and mathematics.

(OE)2 relies on the expertise of teacher professionals to work on instruction and classroom management. Together, we work on development of greater content knowledge, especially in mathematics and science, as well as support for curriculum mapping for appropriate courses.

To build a case study format for teaching and learning, we take an inquiry-based approach when working with teachers to encourage both teachers and students to ask questions and participate actively in the learning process, to adhere to either statewide or national standards, but surpass minimum requirements, to include educators and students in the process, to show students how to interpret data, not just collect it; and to encourage exploration and mind-expanding ideas.

Professional Development and Other Opportunities

Faculty Affiliates are offered a range of opportunities that enhance and enrich the teaching experience. Programs we seek to identify include peer mentoring programs, industry partnership / internship opportunities to address relevance, professional development opportunities, campus and lab visits, and development of summer science opportunities such as NSF’s Research Experience for Teachers (RET). The RET program supports the active involvement of K-12 teachers and community college faculty in engineering research in order to bring knowledge of engineering and technological innovation into their classrooms. There are two mechanisms for support of in-service and pre-service K-12 teachers and/or community college faculty research: RET Supplements and RET Sites. RET Supplements may be included in proposals for new or renewal NSF Directorate for Engineering (ENG) grants or as supplements to ongoing NSF/ENG funded projects. RET Sites are based on independent proposals to initiate and conduct research participation projects for a number of K-12 teachers and/or community college faculty.

The College identifies research groups who have both financial resources and the capacity to host teachers in their labs during the summers. During the summer of 2008, two YHS teachers worked in laboratories that are conducting research related to their topical expertise. In addition, we compiled the Resource LIst with teaching materials, opportunities and links, which can be found in Chapter 11, Resources, or by clicking here.

Teachers interested in contacting CoE faculty to develop a partnership, arrange for a classroom demonstration or lab tour, or other special requests, should contact either Carol Cramer or Brandon Lucas.

Programs

Lake Michigan Exploration Workshop (one week in August every year, deadline April)
The Center for Ocean Sciences Education Excellence (COSEE) Great Lakes, in partnership with the Great Lakes Sea Grant Network, invites 4th-10th grade teachers and non-formal educators from the Great Lakes region to participate in the Lake Michigan Exploration Workshop. This workshop is designed to promote Great Lakes and ocean sciences in formal and informal education and forge lasting relationships between science researchers and educators. Participants will be involved in classroom and field programs, work with scientists, examine curricula and resources, and explore classroom activities relating to the Great Lakes and ocean resources. Fifteen educators will be selected from throughout the Great Lakes basin.

This seven-day summer workshop will offer educators an excursion into Great Lakes and marine science education. Using the learning cycle of Excite, Explore, Explain, Elaborate and Evaluate, the workshop will immerse participants in inquiry, questioning, and experimentation, engage educators in concrete tasks, build on their experiences with students and deepen their content skills. Just as importantly, the workshop will demonstrate for educators how to connect their work to specific standards for student performance.

NNIN: National Nanotechnology Infrastructure Network Education program
Contact: Sandrine Martin

Secondary School Students
Microfabrication technology experiences for middle school students. Clean room activities on micro/nano fabrication technology.
• Microfabrication technology in the clean room
• Introduction to nanotechnology in classrooms

K-12 Teachers
Workshops dedicated to K-12 teachers. A 1-day event with classroom and hands-on activities including Introduction to micro and nanofabrication technologies; Processing in the clean room; and Discussion of activities suitable for K-12 students and possible collaborations between U-M and represented schools.

The Center for Highly Interactive Classrooms, Curricula & Computing in Education (hi-ce)
Contact: Steven Best

hi-ce is a joint project among College of Engineering and School of Education faculty. The Center for Highly Interactive Classrooms, Curricula & Computing in Education is a group of educators, computer scientists, psychologists, scientists, and learning specialists dedicated to educational reform through inquiry-based curricula, learner-centered technologies, comprehensive professional development, and administrative and organizational models.

The Center for Curriculum Materials in Science (CCMS)
The Center for Curriculum Materials in Science (CCMS) is a collaboration of Project 2061 of the American Association for the Advancement of Science (AAAS), Michigan State University, Northwestern University, and the University of Michigan. It is focused on the analysis, design, and use of science curriculum materials and the development of new leaders in science education. Funded through the National Science Foundation’s Centers for Learning and Teaching program, CCMS is helping to enrich the national infrastructure for standards-based K-12 science, mathematics, and technology education.

CCMS offers innovative opportunities for Ph.D. students, postdoctoral fellows and practicing teachers to become leaders in science education, with special emphasis on science curricula. CCMS unites the highly-ranked education programs of hi-ce and the University of Michigan with Michigan State University, Northwestern University, in collaboration with the American Association for the Advancement of Science (AAAS). Funded through the National Science Foundation, the CCMS mission is to improve the quality of science curriculum materials used in our nation's K-12 classrooms.

A collaborative approach allows CCMS Ph.D. students and postdoctoral fellows to engage in all aspects of CCMS research, working with experts in science, technology, education, cognitive science, and other relevant fields of scholarship. CCMS students and fellows are able to conduct research in settings that reflect the diversity of students' backgrounds and abilities found in contemporary American schools, including urban schools. Faculty exchanges, shared courses, and internship experiences give Ph.D. students and fellows access to the resources and expert communities at all four institutions. Annual CCMS Knowledge Sharing Institutes foster the exchange of ideas within the Center and among members of a broader community of educators, researchers, developers, and publishers.

CPTM, the Center for Proficiency in Teaching Mathematics, aims to strengthen the system of professional education that supports teachers of mathematics throughout their careers. In order to do this, CPTM works on ideas, materials, and approaches to improve:

• Professional development for mathematics teacher educators and professional developers
• Doctoral programs for future mathematics teacher educators
• Professional development for teachers of mathematics
• Knowledge about the unique nature of mathematics as it is used in teaching
• CPTM has established this site to help you to find:
• Information about the Center, including events, research topics, program descriptions, and contact information.
• Resources such as conference presentations, research papers, syllabi, and other materials produced by the Center.

Job and fellowship opportunities available for graduate, postdoctoral, faculty, and other educators and mathematicians.

School of Education Research Centers and Projects

Described above are the Center for Highly Interactive Computing (hi-ce) and the Center for Curriculum Materials in Science. Other Centers include:

Center for Improvement of Early Reading Achievement (CIERA). CIERA's mission is to improve the reading achievement of America's youth by generating and disseminating theoretical, empirical, and practical solutions to the learning and teaching of beginning reading.
Web site: http://www.ciera.org
Grade Levels: Pre K-5
Subjects: Literacy
Topics: ELL, School reform, Assessment, PD

Center for Proficiency in Teaching Mathematics
Web site: http://www.cptm.us
Grade Levels: All
Subjects: Mathematics
Topics: Consortium for Policy Research in Education

Created in 1985, the Consortium for Policy Research in Education (CPRE) unites researchers from five of the nation's leading research institutions -- the University of Pennsylvania ,Harvard University, Stanford University, the University of Michigan, and the University of Wisconsin-Madison -- in an effort to improve elementary and secondary education through practical research.
Web site: http://www.cpre.org/
Grade Levels: All
Subjects: Topics: Ed policy, school reform

Curriculum Access System for Elementary Science (CASES)
CASES supports elementary and middle school science teachers who are recent University of Michigan graduates, and is funded by the National Science Foundation and supported by a University of Michigan CARAT fellowship.
Web site: http://cases.soe.umich.edu
Grade Levels: Pre K5, Higher Education
Subjects: Science, Tech

Guided Inquiry Project (GIsML)
Web site: http://www.soe.umich.edu/gisml/
Subjects: Literacy, Science
Topics: Assessment, PD

Interactive Communications & Simulations (ICS)
The Interactive Communications & Simulations group at the University of Michigan (ICS) has served the K-12 and University communities for nearly 20 years. We support a dynamic assortment of innovative educational online and computer-based programs. ICS activities focus on using computers as tools to accentuate and improve classroom learning, often in the form of games and simulation activities.
Web site: http://ics.soe.umich.edu/
Grade Levels: All
Subjects: All

The National Forum on Higher Education for the Public Good
In the fall of 2002 over 180 representatives from diverse organizations gathered in Ann Arbor, Michigan to take steps toward a social and professional movement, which could transform the relationship between higher education and society. Together they created a common agenda of current activities and shared goals to promote higher education as a vehicle for public good. This "Common Agenda" is currently being synthesized by the National Forum and a group of delegates chosen to represent the many constituents concerned with this effort.
Web site: http://www.thenationalforum.org
Read the Research Profile
Grade Levels: Higher Ed
Topics: Ed policy, social justice

Learning Mathematics for Teaching Project
The Learning Mathematics for Teaching (LMT) project develops and uses measures for evaluating the effectiveness of programs and projects designed to improve teachers' content knowledge for teaching mathematics.
Web site: www.soe.umich.edu/lmt
Grade Levels: Pre K - 5
Subjects: Mathematics, Tech integration
Topics: PD

The Wabash National Study of Liberal Arts Education (WNSLAE)
The Wabash National Study of Liberal Arts Education is a four-year, mixed method longitudinal study investigating critical factors that affect the outcomes of liberal arts education. This 19-institution study focuses on the development of seven outcomes associated with undergraduate liberal arts education and the educational conditions and experiences that foster these outcomes.
Web site: http://www.soe.umich.edu/liberalartstudy/
Grade Levels: Higher Education
Topics: Liberal Arts Education, College Outcomes, College Student Development, Self-Authorship

Lives of Urban Children and Youth (LUCY)
The LUCY Initiative, through the Michigan Scholars Program, responds to the growing need to prepare undergraduate students to interact effectively in a complex and diverse world. The study of the lives of children in urban settings provides an excellent intellectual context for this process. Students have the opportunity to prepare themselves intellectually and personally, through their college experience, to engage actively in the intellectual, ethical, economic, scientific, and justice-seeking challenges of contemporary society and, in particular, its urban centers. The LUCY Initiative provides courses and co-curricular activities that permit students to make connections between their academic inquiry and their civic engagement
Web site: www.umich.edu/~lucyweb
Grade Levels: All
Topics: Social Justice
Longitudinal & Multilevel Methods Projects (LAMMP)

The Longitudinal and Multilevel Methods Project (LAMMP) is part of the Education Studies Department, School of Education, University of Michigan. Dr. Stephen W. Raudenbush, Principal Investigator, and a staff of postdoctoral and advanced graduate students work on various projects and grants which focus on statistical issues related to education, literacy, and human development.
Web site: http://www-personal.umich.edu/~rauden/

Mathematics Teaching & Learning to Teach Project (MTLT)
The Mathematics Teaching and Learning to Teach project investigates the mathematical knowledge, sensibilities, and skills entailed by the work of teaching.
Web site: http://www.soe.umich.edu/mtlt/
Grade Levels: Higher Ed
Subjects: Mathematics
Topics: PD

One Sky Many Voices
Read the Nancy Songer profile
Web site: http://www.biokids.umich.edu/
Grade Levels: Pre K-8
Subjects: Science, Tech Integration

Teacher Education Initiative
The Teacher Education Initiative (TEI) is a comprehensive project to redesign how teachers are prepared for practice at the University of Michigan, and to build knowledge and tools that will inform teacher education more broadly. Recognizing that teachers play a pivotal role in improving p-12 education in the United States, we aim to develop professional education that will prepare novices to do the complex relational, psychological, social, and intellectual work of teaching. We also intend to study our efforts and to gather and disseminate systematic evidence of and about effective teacher education.
Web site: http://www.soe.umich.edu/tei/

UM Ready to Learn Project
Web site: http://www.umich.edu/~rdytolrn/

Chapter 9. Evaluation

Measuring progress

Evaluation is the primary responsibility of the College’s resident experts in engineering education evaluation at the UM Center for Research on Learning and Teaching (CRLT), who routinely provide assistance and expertise to conceptualize, develop, and carry out evaluations of educational innovations.

Partners designed a comprehensive evaluation of the following areas:

Improved student motivation to pursue STEM study and/or careers and improved student achievement in STEM coursework, grades, and test results.

Increased STEM knowledge of students. In collaboration with the Michigan Intermediate School Districts, student-tracking systems will assess progress (test scores, course grades, graduation, and college enrollment).

Successful partnerships among graduate student Teaching Fellows and Teachers. Evaluation will focus on the process and outcomes of collaborations.

Improved teacher STEM content knowledge and skills. Evaluation assesses the success of teacher training and professional development, especially in inquiry-based learning.

Increased parental involvement in encouraging student achievement. Students’ parents provide data about their own participation in the “Parent Learning Community” and information to evaluate program influences that is parallel to that elicited from students.

The plan developed for this partnership employs short-term and long-term surveys, anecdotal questions, participant and student tracking, and performance measurement. In addition, joint assessment strategies focus on evaluating the experiences of all participating individuals as well as the operational effectiveness of the program. For the first year, partners evaluated YPSD secondary students’, Faculty Affiliates’, and Teaching Fellows’ experiences in learning, teaching, and mentoring.

The Process

Over time, the annual evaluation process will document student motivation to learn and greater achievement in coursework as well as guide program development. Baseline statistical data on participating District students has been collected at the beginning of each of the two pilot year terms, and students will be tracked in areas partners intend to impact (e.g. application to and enrollment in college, grade point average, etc.). Obtaining data at multiple time points will enable the application of growth curve analysis to statistically model how members of the target groups, particularly secondary school students, changed as a function of program participation (e.g., in their intentions to pursue engineering and/or STEM careers). Evaluations methodology will include focus groups and interviews when appropriate.

Survey data collected on paper forms from ~600 secondary students per term is entered by hand, and free-response answers are typed into spreadsheets. Teacher surveys are administered via Zoomerang, an online survey tool that allows users to create and send surveys and analyze results on-demand. Teaching Fellow surveys were administered on paper forms for the first term 2007-8, but will be administered via Zoomerang or a similar tool for the second term. Parent Learning Community surveys are administered via paper forms during meetings.

We collected survey data and hired a Ph.D. candidate, Allison Bell, from the Center for the Study of Higher and Postsecondary Education at the University of Michigan, who constructed the initial assessment. Ms. Bell ran tests during the second term FY 2008 to ensure that classes without Teaching Fellows are not statistically different from classes with Teaching Fellows, and to determine whether classes are different at the beginning and at the end. In addition, Bell ran tests from post tests between classes to determine whether the classes with Teaching Fellows have different answers than those classes without Teaching Fellows.

Quantitative results and summative evaluation from both first and second terms, were presented at the ASEE National Conference in June, 2008.

Who is surveyed?

Secondary Students. The Partnership agreement includes College access over time to relevant District student academic progress (aggregate test scores, course grades, graduation, and college enrollment). The evaluation of student motivation includes program impact on STEM-related efficacy, value (interest, utility, importance), identity, epistemic beliefs, and intentions to pursue STEM careers. Other assessed variables include perceived parent support for STEM, student participation, and perceived teacher and graduate student influences on STEM (e.g., whether and how they have impacted students). Students also report their level of engagement in and the value of program activities. Comparison data from students in classrooms without Fellows is available from the District.

Parents. Students’ parents provide data about their own participation in the Parent Learning Community. The parents in the pilot group were selected on the basis of their children's interest in science, technology, engineering careers, but after the pilot year, many more parents have been invited to be part of the PLC program. Parents are surveyed each time they attend the Parent Learning Community meetings. Comments from the survey show that all parents believe they are receiving necessary information about student summer enrichment programs and college expectations and opportunities, and ways to apply for them. Parents say the PLC-format discussion groups are very helpful, and give parents another way to share information among each other. Information is presented in such a way that parents do learn the material. Parents have suggested that more parents should be invited to join the group, and have already invited their high school age children who are attending YPSD to join the group.

Graduate Student Teaching Fellows. Evaluation of Fellows focuses on the process and outcomes of their collaboration with teachers and faculty affiliates. Thematic analyses of their (at least weekly) journaling in semi-structured (private) blogs include critical incidents, reflections on the collaboration, and ways to improve the process and the program. Structured assessment will focus on Fellows’ efficacy with regard to general pedagogical skills, pedagogical content knowledge, coaching and mentoring skills, STEM-related identity, and perceived changes as a function of program participation. Fellows’ public and online discussions are examined for related content.

Faculty Affiliates (Teachers). Evaluation design includes assessment of the success of teacher training and professional development, especially in inquiry-based learning. Teachers report on self-efficacy levels in areas of professional development focus, on the collaborative process with fellows, how their students have been impacted as a function of program participation, and parent involvement.

Participants also evaluate specific program components, such as workshops, visits to labs, and materials. Data is collected and maintained in accordance with applicable institutional IRB rules and regulations.

Results, First Year (Academic Year 2007-8)

Click on each of the following to download copies of the pre- and post-term surveys:

Secondary Students Pre Semester Survey

Secondary Students Post Semester Survey

Teachers Survey

Teaching Fellows Survey

To further provide information on evaluation, especially as the process relates to National Science Foundation funded projects, we provided to teachers and students Useful Links for Professional Evaluation.

Useful Links for Professional Evaluation.

Looking Forward

The College and the District have committed to building and sustaining this partnership and have placed no time limit on the program. The College’s approach to building trust among District administrators, teachers and parents begins with a promise to remain as an active, perpetual partner. Following the pilot year, components of the partnership will be replicated at neighboring Districts, specifically Detroit’s International Academy and Douglass Academy, Detroit University Preparatory Math+Science Middle School. Within three years, the program is expected to impact over 1,800 students and more than 20 teachers in the partnering urban school districts.

The majority of the students who will participate in the project are considered economically disadvantaged and participate in the federal lunch program. For comparison, Michigan State Averages are 26% underrepresented minorities and 36% eligible for free or reduced-price lunch programs. YPSD participating schools’ demographics reflect YPSD-wide figures: more than 63% are underrepresented minority students, and at least 56% are eligible for free or reduced-price lunch programs. Urban Detroit’s UPA / UPSM demographics are 99% underrepresented minority students, and at least 66% eligible for free or reduced-price lunch programs. Detroit Public Schools’ Douglass Academy (all males) demographics include 99% African American population with 88% eligible for free or reduced-price lunch program, and Detroit International Academy (all females) is 97% African American population with 74% on the free or reduced-price lunch program.