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Lessons-Learned from “Extension Services” Grantees 2005-2009 (NSF Research on Gender in Science and Engineering Program) A National View AAAS Center for Advancing Science & Engineering Capacity American Association for the Advancement of Science www.aaascapacity.org Daryl E. Chubin, Ph.D. (PI) Ruta Sevo, Ph.D. (Consultant) Generic presentation February, 2010 [email protected] [email protected]
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Lessons-Learned from Extension Services Grantees 2005-2009 (NSF Research on Gender in Science and Engineering Program) A National View AAAS Center for.

Mar 27, 2015

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Page 1: Lessons-Learned from Extension Services Grantees 2005-2009 (NSF Research on Gender in Science and Engineering Program) A National View AAAS Center for.

Lessons-Learned

from “Extension Services” Grantees 2005-2009(NSF Research on Gender in Science and Engineering Program)

A National View

AAAS Center for Advancing Science & Engineering Capacity

American Association for the Advancement of Science

www.aaascapacity.org

Daryl E. Chubin, Ph.D. (PI)

Ruta Sevo, Ph.D. (Consultant)

Generic presentationFebruary, [email protected] [email protected]

Page 2: Lessons-Learned from Extension Services Grantees 2005-2009 (NSF Research on Gender in Science and Engineering Program) A National View AAAS Center for.

GSE Lessons Learned – Jan. 19-21, 2010

What are NSF “Extension Services?”

A network created to actively deliver innovations in education to the field . . .

• Serving a particular community of educators

• Through training and technical assistance

• Recommending certain promising practices

• Using customized information products

• Responsive to culture & needs assessments

Page 3: Lessons-Learned from Extension Services Grantees 2005-2009 (NSF Research on Gender in Science and Engineering Program) A National View AAAS Center for.

GSE Lessons Learned – Jan. 19-21, 2010

Purpose—NSF Expectation

To diffuse innovations in education . . .

• that will increase the participation of women in science and engineering

• through a cadre of agents/consultants who provide training and technical assistance

• delivered to educators, associations, or communities

Page 4: Lessons-Learned from Extension Services Grantees 2005-2009 (NSF Research on Gender in Science and Engineering Program) A National View AAAS Center for.

GSE Lessons Learned – Jan. 19-21, 2010

Purpose of the Study

• Step back from the day-to-day

• Reflect, self-examine

• Consider the projects in the context of the Program

• Share perspectives on:

• the magnitude of the problem addressed collectively by the projects; and

• the communities served relative to the number of projects, funding level, and duration of support

Page 5: Lessons-Learned from Extension Services Grantees 2005-2009 (NSF Research on Gender in Science and Engineering Program) A National View AAAS Center for.

GSE Lessons Learned – Jan. 19-21, 2010

What are Extension Services compared to Centers, Clearinghouses, Alliances, and Conferences that address “participation” issues?

For example,

• NSF-OIA Science and Technology Centers

• NSF-CISE Broadening Participation in Computing (BPC) Alliances

• NIGMS-MORE Annual Conference on Understanding Interventions that Broaden Participation in Research Careers

Page 6: Lessons-Learned from Extension Services Grantees 2005-2009 (NSF Research on Gender in Science and Engineering Program) A National View AAAS Center for.

GSE Lessons Learned – Jan. 19-21, 2010

Findings: What’s Different about Extension Services?

• The priority goal is broadening participation; not an add-on

• Emphasis on building capacity, specifically a cadre of change agents

• Job #1 is service delivery* through human resource development—not research, evaluation, or teaching

• Conscious effort to grow the community & share experiences—motivate change in practices

• Target a subset among educators, form a relationship, formalize commitment

• Customize consulting and materials for the client community

• Integrate accountability: needs assessment, action plans that are data-driven, benchmarking, evaluation

*transferring knowledge while inspiring and enabling action

Page 7: Lessons-Learned from Extension Services Grantees 2005-2009 (NSF Research on Gender in Science and Engineering Program) A National View AAAS Center for.

GSE Lessons Learned – Jan. 19-21, 2010

In other words,

- Catalysts- Collaborators- Community organizers- Entrepreneurs in education- Consultants/just-in-time technical assistants- Change agents- Creating a community of common interests- A business-like service- Transient- Evidence-based- A community and network of change agents- “Diversity people”

Page 8: Lessons-Learned from Extension Services Grantees 2005-2009 (NSF Research on Gender in Science and Engineering Program) A National View AAAS Center for.

GSE Lessons Learned – Jan. 19-21, 2010

FY PI GSE/ES Title Target Communities

2005 Fortenberry Engineering Equity Extension Service (EEES) Educators from middle school thru the college sophomore level, inside and outside classroom, providing an engineering curriculum

2005 Sanders Mobilizing Implementation of Effective Practices to Increase Participation of Women in Computing (NCWIT, or National Center for Women in Information Technology)

Faculty in undergraduate computer science

2006 Milgram Women Tech (CalWomenTech) Educators providing technology education in community colleges

2006 Froschl Great Science for Girls (GSG): Gender Equity in Science through After-School Programs

Educators in after-school youth programs, esp. serving low and moderate-income urban children

2006 Peterson National Girls Collaborative Projects (NGCP) Educators providing out-of-school girl-serving programs with STEM content

2007 STEM Equity Pipeline (a.k.a. NAPE) Educators in high school and community colleges providing STEM curriculum, through state-based offices

2008 Meszaros Appalachian Information Technology Extension Services (AITES)

Educators in information technology in middle and high schools, and county-based communities

2009 Metz ESE: IM Services in Engineering: Improving Instruction and Mentoring to Retain Undergraduate Women (a.k.a. ENGAGE)

Faculty in engineering colleges

2009 Brown Girls RISE (Raising Interest in Science and Engineering) Museum Network

Educators in science museums and centers

Nine NSF Grantees, 2005-2009

Page 9: Lessons-Learned from Extension Services Grantees 2005-2009 (NSF Research on Gender in Science and Engineering Program) A National View AAAS Center for.

GSE Lessons Learned – Jan. 19-21, 2010

Awards: $ 2.5 million over 5 years, with a site review in Year 3*

Notes: i. NSF investment, 2005-2013 = $22M; expended through 2009 = $14.5M ii. “Awards,” “projects,” & “grantees” are common NSF terms; we favor “services”

Page 10: Lessons-Learned from Extension Services Grantees 2005-2009 (NSF Research on Gender in Science and Engineering Program) A National View AAAS Center for.

GSE Lessons Learned – Jan. 19-21, 2010

Coverage of Extension Services by Educational Area

Page 11: Lessons-Learned from Extension Services Grantees 2005-2009 (NSF Research on Gender in Science and Engineering Program) A National View AAAS Center for.

GSE Lessons Learned – Jan. 19-21, 2010

What Extension Services Are Providing1. Improved national capacity2. Networks of committed educators & leaders3. Information resources customized for certain sectors4. Methods for widespread distributed training5. A cadre of leaders collaborating at a national level6. A wider base of people adopting certain programs & strategies7. A capacity top assess & evaluate needs, activities, courses &

programs8. New research questions & agendas9. A climate of excitement, understanding, commitment &

advocacy10. A wider understanding of the relationship between education

& workforce

Page 12: Lessons-Learned from Extension Services Grantees 2005-2009 (NSF Research on Gender in Science and Engineering Program) A National View AAAS Center for.

GSE Lessons Learned – Jan. 19-21, 2010

Would any of these things happen WITHOUT the investment In Extension Services?

Probably not, as fast or to the scale of these accomplishments.

A “thousand flowers” of smaller grants do not add up to:

− active delivery of innovation− by leaders/consultants trained to understand the needs of a particular community− community building across states− translating educational content and matching it to needs− integrating assessment practices

Page 13: Lessons-Learned from Extension Services Grantees 2005-2009 (NSF Research on Gender in Science and Engineering Program) A National View AAAS Center for.

GSE Lessons Learned – Jan. 19-21, 2010

Communities Currently Served

• Teachers affiliated with five associations working in engineering education

• Undergraduate computer science departments (36)• Community colleges in California that are technology

centers (10)• After-school, youth-serving organizations (16)• Girl-serving organizations that deliver STEM programming

(1500)• State departments of education working to implement the

Perkins Act (12)• Counties among five Appalachian Highlands states (10)• Departments in engineering colleges (30)• Science-rich museums and science centers (10)

Page 14: Lessons-Learned from Extension Services Grantees 2005-2009 (NSF Research on Gender in Science and Engineering Program) A National View AAAS Center for.

GSE Lessons Learned – Jan. 19-21, 2010

Service Models

Work with particular sites• NCWIT, CalWomenTech, ENGAGE, Girls RISE• Training/ custom consultancy model• Trainers/consultants work with agent teams on-site• Can do needs assessment, action plan, data collection

Work with intermediary organizations• EEES, STEM Equity Pipeline, GSG• Leverage existing infrastructure; reach many members/affiliates• More removed from educator/student relationship• First impact is on the intermediary organization

Create ad hoc network to organize community• NGCP, AITES• Recruit leaders who energize wide range of educators• Simple, scale-able model • Broad community impact, defined by geography

Page 15: Lessons-Learned from Extension Services Grantees 2005-2009 (NSF Research on Gender in Science and Engineering Program) A National View AAAS Center for.

GSE Lessons Learned – Jan. 19-21, 2010

Limitations on Services

Can this investment achieve a “phase change” or a “tipping point?”

• Short duration trying for “systemic change” or “institutional transformation”

• Transient – leaders & “agents” are there only for a few years• Working through volunteers scattered across organizations• Working in context of other priorities & demands – “diversity

agenda”• Reaching SMALL percentage of total communities• Not integrated with each other—still “a thousand flowers”

blooming

Page 16: Lessons-Learned from Extension Services Grantees 2005-2009 (NSF Research on Gender in Science and Engineering Program) A National View AAAS Center for.

GSE Lessons Learned – Jan. 19-21, 2010

A Climate for Change

• There is evidence that a “value on diversity” is getting embedded

• Reception by clients to the idea is mostly enthusiastic• Hundreds if not thousands of organizations have gotten the

message• Exemplar institutions offer case studies & influence others• Many “collateral impacts” are not getting measured• In some communities, this is first concentrated focus on

diversity issues• Strong tie to wide interest in jobs and workforce preparation

Is all of this captured in project evaluations?

Page 17: Lessons-Learned from Extension Services Grantees 2005-2009 (NSF Research on Gender in Science and Engineering Program) A National View AAAS Center for.

GSE Lessons Learned – Jan. 19-21, 2010

Lessons: The Communities

• Select partners and clients using criteria of readiness & commitment

• Look for ability to collect data & report back• “Piggy-back” on educational associations & offices

already reaching educators• Look for different cultures and different needs; adapt to

setting and population• Getting people “on board” takes time (6 months?)• Introducing new curriculum takes time (12 months?)• Use point people with strong personal networks

Page 18: Lessons-Learned from Extension Services Grantees 2005-2009 (NSF Research on Gender in Science and Engineering Program) A National View AAAS Center for.

GSE Lessons Learned – Jan. 19-21, 2010

Lessons: Recommended Programs/Strategies

• Develop criteria for selecting & recommending programs/products

• Customization can eat up a lot of time• Let clients pick things that suit their interests & needs• Get feedback on what worked for them• Use checklists, FAQ’s, guides• Emphasize “how to do it” or “what to do”

Page 19: Lessons-Learned from Extension Services Grantees 2005-2009 (NSF Research on Gender in Science and Engineering Program) A National View AAAS Center for.

GSE Lessons Learned – Jan. 19-21, 2010

Lessons: What’s in it for Agents?

“Agents” get . . .• Enhancement to their job, ideally• Leadership training• Learning about issues, products, strategies, assessment• Affiliation with a peer network• New skills (e.g., website design, facilitation, presentation)• Peer recognition as leaders• Larger personal network• Opportunities to conduct research & assessment

They must cope with . . . • A small level of investment, competing with full-time job• Overwhelmed by expectations & work• Frustration of competing views for low stakes• Modest financial reward

Page 20: Lessons-Learned from Extension Services Grantees 2005-2009 (NSF Research on Gender in Science and Engineering Program) A National View AAAS Center for.

GSE Lessons Learned – Jan. 19-21, 2010

It Is Not About “Girls”. . . It Is About(or what educators and clients have to gain)

• More effective & excellent education that is inclusive and productive

- Getting more students to take interest in S&E- Making more students successful

• Reducing the “waste” of hostile climates & myths• Challenging stereotypes that lead to the exclusion of

potential students• Improving job opportunities, thus improving families• Increasing the workforce available• Bringing opportunity to low-income students• Aligning with the national interest in cultural competency &

talent crisis

Page 21: Lessons-Learned from Extension Services Grantees 2005-2009 (NSF Research on Gender in Science and Engineering Program) A National View AAAS Center for.

GSE Lessons Learned – Jan. 19-21, 2010

Questions about the Concept of NSF/GSE Extension Services

1. Are all three models valid and consistent with the “train-the-trainer” concept?

2. Should the program encourage any particular model?

3. Each model implies different priority outcomes: changes in a department/school/campus/site, or changes in an intermediary professional association, or changes in a loosely-defined community/network.

4. What are the optimal and feasible outcome measures for extension services? Are common indicators feasible for future Services?

5. Should the portfolio be balanced, given the small reach due to relatively small budgets and timeframes?

6. How can models and customized products be sustained after five years?