Methodology for Collecting Practice-Based Insights for Involving STEM Disciplinary Faculty in Deepening Teacher/Teacher Leader Content Knowledge
The MSP-Knowledge Management and Dissemination project employed several strategies to systematically collect and synthesize practice-based insights about STEM faculty involvement in improving mathematics and science education. First, KMD staff interviewed PIs about their projects' efforts to deepen teacher/teacher leader content knowledge. Second, MSP representatives including PIs and other STEM faculty members responded to an online survey. Third, a group of MSP program leaders reviewed insights derived from the online survey.
In summer 2008, MSP Principal Investigators nominated a total of 84 MSP program leaders to respond to an online STEM Disciplinary Faculty Survey. These program leaders were nominated because of their knowledge of and/or experience as STEM disciplinary faculty involved in deepening teacher/teacher leader content knowledge, through the MSPs. A total of 71 MSP program leaders responded to the online survey in September 2008. Survey items were developed based on data collected through an earlier survey, in May 2006, of MSP representatives about roles STEM faculty played in deepening teacher/teacher leader content knowledge, and on data collected in interviews with a sample of 27 MSP Principal Investigators. While these interviews were focused on "lessons learned" as MSPs engaged in work to deepen teacher content knowledge, some of the lessons were pertinent to STEM faculty involvement and were used to frame online survey items.
The online survey contained items about selecting, orienting, deciding on roles and supporting STEM disciplinary faculty. Each section of the survey contained a list of factors that might be important as well as open-ended questions. Respondents identified pertinent key factors, provided written reflections to the questions, and described examples from their own experiences regarding STEM faculty involvement. Respondents also identified specific roles played by STEM faculty in their MSPs (e.g., designing professional development/courses; facilitating teacher or teacher leader investigations/discussions; serving as a content resource). These data were used to frame a series of insights on STEM disciplinary faculty involvement in deepening teacher/teacher leader content knowledge.
At the time of the 2009 MSP Learning Network Conference, 16 MSP program leaders reviewed and commented on the insights regarding STEM faculty involvement that had been gathered and synthesized from the online survey. These program leaders also provided examples from their own practice.
Additional insights and examples are being collected through this online dissemination site. The information MSPs provide through this website will be included in subsequent analyses as the online dissemination site is periodically updated.
