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Hub Staff:
Marilyn Carlson ( PI )
Melinda Romero ( Co-PI, K-12 Administrator )
Finbarr Sloane ( Co-PI )
Susan Haag ( Evaluator )
Daiyo Sawada ( Evaluator )
Irene Bloom ( Math Higher Ed, Lead Teacher/Teacher Professional Developer, Project Support Staff )
Danielle Douglas ( Math Higher Ed )
Nicole Engelke ( Math Higher Ed, Invited Participant )
Glenn Hurlbert ( Math Higher Ed )
Sally Jacobs ( Math Higher Ed )
James Middleton ( Math Higher Ed )
Michael Oehrtman ( Math Higher Ed )
April Strom ( Math Higher Ed, Teacher )
Yvonne Zeka ( Math Higher Ed )
Richard Bauer ( Science Higher Ed )
Veronica Burrows ( Science Higher Ed )
Douglas Clark ( Science Higher Ed )
Robert Culbertson ( Science Higher Ed )
Brad Kincaid ( Science Higher Ed )
Stephen Krause ( Science Higher Ed )
Anton Lawson ( Science Higher Ed )
David Nachman ( Science Higher Ed )
Steven Semken ( Science Higher Ed )
Adam Thompson ( Science Higher Ed )
David Briggs ( K-12 Administrator )
Suzan DePrez ( K-12 Administrator )
Steve Green ( K-12 Administrator )
Derek Hoffland ( K-12 Administrator, Lead Teacher/Teacher Professional Developer, Project Support Staff, Invited Participant )
Larry Dukerich ( Lead Teacher/Teacher Professional Developer, MESA - PLC Leader )
Richard McNamara ( Lead Teacher/Teacher Professional Developer, Teacher, Course Participant (Sp 2005 cohort I) )
Stella Ollarsaba ( Lead Teacher/Teacher Professional Developer, MESA - PLC Leader )
Michele Schwanenberger ( Lead Teacher/Teacher Professional Developer, MESA - PLC Leader )
Donna Wilson ( Lead Teacher/Teacher Professional Developer, Teacher, Course Participant (Sp 2005 cohort I) )
Carol Baldwin ( Teacher, Course Participant (Sp 2005 cohort I) )
Tracy Blondis ( Teacher, Course Participant (Sp 2005 cohort I) )
Donna Bond ( Teacher, Course Participant (Sp 2005 cohort I) )
Jeffrey Brislin ( Teacher, Course Participant (Sp 2005 cohort I) )
John Brown ( Teacher, Course Participant (Sp 2005 cohort I) )
Erin Burgess ( Teacher, Course Participant (Sp 2005 cohort I) )
Margaret Craig ( Teacher, Course Participant (Sp 2005 cohort I) )
Deborah Crane ( Teacher, Course Participant (Sp 2005 cohort I) )
Karin Doerr ( Teacher, Course Participant (Sp 2005 cohort I) )
Jessica Engelman ( Teacher, Course Participant (Sp 2005 cohort I) )
Scott Eshman ( Teacher, Course Participant (Sp 2005 cohort I) )
Mike Ettenberger ( Teacher, Course Participant (Sp 2005 cohort I) )
Carla Evans ( Teacher, Course Participant (Sp 2005 cohort I) )
Elizabeth Fife ( Teacher, Course Participant (Sp 2005 cohort I) )
Katherine Foland ( Teacher, Course Participant (Sp 2005 cohort I) )
Laura Gabriel ( Teacher, Course Participant (Sp 2005 cohort I) )
Catherine Galas ( Teacher, Course Participant (Sp 2005 cohort I) )
Jacqueline Hartrick ( Teacher, Course Participant (Sp 2005 cohort I) )
Kimberly Hatch ( Teacher, Course Participant (Sp 2005 cohort I) )
Elaine Helton ( Teacher, Course Participant (Sp 2005 cohort I) )
Reylene Huber ( Teacher, Course Participant (Sp 2005 cohort I) )
Christina Jahr ( Teacher, Course Participant (Sp 2005 cohort I) )
Brigid Kelly ( Teacher, Course Participant (Sp 2005 cohort I) )
Patti Kupferer ( Teacher, Course Participant (Sp 2005 cohort I) )
Denise Lewis ( Teacher, Course Participant (Sp 2005 cohort I) )
Cynthia Loder ( Teacher, Course Participant (Sp 2005 cohort I) )
James Magee ( Teacher, Course Participant (Sp 2005 cohort I) )
Michael Marzocchi ( Teacher, Course Participant (Sp 2005 cohort I) )
James Meadows ( Teacher, Course Participant (Sp 2005 cohort I) )
Stephanie Milam-Edwards ( Teacher, Course Participant (Sp 2005 cohort I) )
Catherine Morgan ( Teacher, Course Participant (Sp 2005 cohort I) )
Sarah Neerings ( Teacher, Course Participant (Sp 2005 cohort I) )
Heather O'Brien ( Teacher, Course Participant (Sp 2005 cohort I) )
Cynthia Olas ( Teacher, Course Participant (Sp 2005 cohort I) )
Matthew Post ( Teacher, Course Participant (Sp 2005 cohort I) )
Taylor Rawson ( Teacher, Course Participant (Sp 2005 cohort I) )
Rebecca Riggs ( Teacher, Course Participant (Sp 2005 cohort I) )
Patricia Scott ( Teacher, Course Participant (Sp 2005 cohort I) )
Karen Strickland ( Teacher, Course Participant (Sp 2005 cohort I) )
Trudy Thompson ( Teacher, Course Participant (Sp 2005 cohort I) )
Kristin Tollefson ( Teacher, Course Participant (Sp 2005 cohort I) )
Kerilynn Turley ( Teacher, Course Participant (Sp 2005 cohort I) )
Jamie Vergari ( Teacher, Course Participant (Sp 2005 cohort I) )
Wendy West ( Teacher )
Robert Atkinson ( Advisory Board Member )
Stephen Blass ( Project Support Staff )
Carol Butler ( Project Support Staff, Invited Participant )
Chula Eslamieh ( Project Support Staff )
Phililp Evans ( Project Support Staff )
Sarah Gossner ( Project Support Staff )
Nathan Hisamura ( Project Support Staff )
Nora Ramirez ( Project Support Staff )
John J. Horan ( Invited Participant )
Cynthia D'Angelo
Linda Lindsley
Kay McClain
Jeri Meeks
Gil Mendez
Pat Thompson
Jo Anne Vasquez
Other Project Staff:
Michelle Zandieh ( Math Higher Ed )
Kristine Wilcox ( Project Support Staff )
| Award Group: |
Targeted Partnership |
| Principal Investigator: |
Marilyn Carlson |
| Contacts: |
Stephen Blass, Marilyn Carlson, Chula Eslamieh, Sarah Gossner |
| Grade Levels: |
High school |
| Project Focus: |
Math, Science |
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Overview:
Project Pathways targets mathematics and science learning and achievement in grades 9-12. The project will produce a research-based and tested model to support secondary mathematics and science teachers. Core partners include four school districts (Chandler, Mesa, Tempe, and Tolleson) and the Center for Research on Education in Science, Mathematics, Engineering, and Technology (CRESMET) at Arizona State University (ASU). The Maricopa Community College District and Intel are collaborators with ASU in delivering the project's research-based services and products to these districts. The demographics of the partner school districts mirror those of Arizona, where 45% of students are persons of color and the Hispanic population is expanding rapidly. Pathways will produce tools and knowledge to guide secondary mathematics and science teachers in promoting conceptual learning and STEM behaviors that the literature deems essential for continued STEM learning and course-taking. These key behaviors include competence and flexibility in scientific inquiry, mathematical problem solving, and engineering design. A central concept is that of function, which research identifies as a unifying concept of secondary mathematics and science. As the core strategy of the Pathways model, teams of engineers, mathematicians and scientists will partner with master teachers and STEM education faculty to generate instructional sequences for both teachers and students. The instructional materials will take the form of modules for secondary mathematics and science teachers, with companion modules for secondary STEM classrooms and companion tools for secondary STEM learning communities. The professional learning community tools will support teachers in adapting their new knowledge and instructional approaches to their own classrooms by engaging them in deep reflections on their instruction and their students' learning. Pathways materials will be easily adaptable in any learning environment. In this project, however, they will be packaged for use in four courses in an ASU graduate degree program for inservice teachers, delivered on-site in the teachers' schools. To better assist Arizona's many bilingual students, Pathways will adapt student modules to an innovative, research-developed English language learner technology platform. Other Pathways strategies include activities (such as science fairs for students and a regional conference for high school guidance counselors) to encourage all students to take challenging mathematics and science courses and to consider science-based careers. Teams of STEM education faculty and graduate students will research the effectiveness of the courses and learning communities on teachers' understanding of mathematics and science concepts and their understanding of the process by which foundational STEM concepts and behaviors develop in students. They will also investigate the process by which teachers shift their classroom practices to promote improved STEM learning in their students. Graduate research assistants will be recruited to participate in the Pathways project, preparing many future faculty for careers as STEM education researchers. Pathways will establish new patterns of information-sharing and collaboration among STEM scientists and educators, community college faculty, secondary administrators and teachers, and industry partners. The project aims to narrow the majority/minority achievement gap, encourage students to take challenging STEM courses, increase high school student STEM learning and achievement, and improve the pass rates in ASU's introductory calculus, physics and biology courses.
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