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1、STEMTEC Evaluation Report For Year 4 (Fall 2000/Spring 2001)Stephen G. Sireci, Mary L. Zanetti, Sharon Cadman Slater, and Joseph B. Berger University of Massachusetts AmherstSeptember 2001Center for Educational Assessment Report Number 426University of Massachusetts Amherst School of EducationSTEMTE
2、C Evaluation Report For Year 4 (Fall 2000/Spring 2001)Table of ContentsExecutive Summary 3Introduction and Project Goals 5Campus Coordinator Interviews 8STEMTEC Faculty Survey 17STEMTEC Classroom Observations Spring 2001 30Evaluation of Teaching Scholars Program 45Student Surveys: Fall 2000 and Spri
3、ng 2001 56Content Analysis of 1999 STEMTEC Faculty Interviews 75Analysis of Course Evaluation Data at UMASS 87Summary and Recommendations 94Appendices:Appendix A:Evaluation Matrix and Evaluation Questions 99Appendix B:STEMTEC Evaluation Project Timeline 2000-2001 102Appendix C:Description of STEMTEC
4、 Databases 105Appendix D:Faculty Survey For Spring 2001 109Appendix E:Classroom Observation Protocol 111Appendix F:Teaching Scholars Survey 117Appendix G:Teaching Interest Survey 123Appendix H:Student Learning Experience Survey 124Appendix I:SRTI Course Evaluation Form 128STEMTEC Evaluation Report F
5、or Year 4 (Fall 2000/Spring 2001)EXECUTIVE SUMMARYThe Year 4 evaluation of STEMTEC was extremely comprehensive, involving surveys of students and faculty, interviews with faculty and campus coordinators, analysis of course evaluation data, and classroom observations. In the final chapter of this rep
6、ort we provide a brief summary and some recommendations. In this Executive Summary, we briefly describe some of the most pertinent findings.1) STEMTEC has had a positive impact on reinvigorating science and math teaching on college campusesThe results conclusively indicate that STEMTEC has had a pos
7、itive effect on getting math and science teachers to reform their teaching to facilitate student-active learning. The faculty survey, the student surveys, the campus coordinator interviews, and the classroom observations all provided data that the STEMTEC teaching philosophy is being successfully ap
8、plied in STEMTEC classrooms. For example: A survey of STEMTEC faculty found that all of the responding faculty were using STEMTEC advocated teaching and assessment practices with 63% using them “to a great extent.” The faculty survey also revealed that 85% of STEMTEC faculty have their students work
9、ing in pairs or small groups more often than before STEMTEC; 70% are using more whole class discussions, and 61% are incorporating more hands-on activities. STEMTEC faculty rated the support offered by STEMTEC in a very positive light. All respondents reported that the course redesign and developmen
10、t was very good (85%) or good (15%). Ongoing course support was rated very good (50%) or good (38%) by the majority of respondents. Systematic classroom observations found that hands-on activities, teacher interaction with students, small group discussions, and writing work are being implemented in
11、STEMTEC classrooms. Results of the student survey supported this finding. Seventy-five percent of student respondents indicated that they worked in small groups often. Seven of eight campus coordinators reported that the teaching reform aspect of STEMTEC is one of its most important accomplishments.
12、 STEMTEC professors reformed teaching practices have filtered into their non-STEMTEC courses and into the teaching done by non-STEMTEC faculty, as well. The coordinators are confident that these teaching improvements will persevere, with faculty unlikely to return to their “old ways.”Executive Summa
13、ry (continued)2. STEMTEC has had a positive impact on the improvement of K-12 mathematics and science teacher preparationThe evaluation results suggest that STEMTEC is providing rewarding teaching experiences for many math and science students. The teaching scholars rated their teaching experiences
14、highly, and the campus coordinators thought this was one of the most positive aspects of the program. In addition, many of the faculty incorporated teaching experiences into their classes or invited K-12 teachers into their classes. Other faculty reported that more needs to be done in this area and
15、requested help from STEMTEC to coordinate K-12 connections. 3) STEMTEC has had limited success in fostering collaboration among its constituentsThe Collaborative is operating on all eight campuses and participating faculty seem to be in touch with the program. However, it appears the program is running well on each individual campus, but that
