OSU AMBITIOUS MATH AND SCIENCE (AMS) SUMMER INSTITUTE

The Ambitious Math and Science Summer Institute, held annually at OSU, is a collaborative learning environment for math and science teachers, teacher candidates, teacher leaders and scientists, STEM education faculty, and STEM leaders from across Oregon and the United States focused on ambitious teaching.  Ambitious teaching aims to support all students—across ethnicity, race, class and gender identity—to not only build knowledge, but also to gain deep understanding of content to solve authentic problems. The 2017 Institute featured STEM learning innovations including mathematical modeling, virtual reality, and drone technology and educators made “fieldtrips” to explore classroom modeling opportunities across various OSU facilities such as the Wave Lab, Dairy Barns, Nutrigenomics Research Lab, Radiation Center, and Propulsion Lab. With high demand for solving STEM-related and human-centered problems in the world, the AMS Institute supports K-12 educators to develop each and every students’ confidence and abilities in mathematics and science. Co-sponsored by the Oregon Department of Education, National Science Foundation, and OSU’s Colleges of Science and Education. Contact: Rebekah Elliott

Building Capacity to Improve STEM Hub Effectiveness Through Evaluative Thinking

The Oregon STEM Hubs are regionally-focused, multi-sector partnerships that unite schools, universities, non-profits, businesses, civic leaders and communities in local STEM learning ecosystems in order to drive STEM innovation and evidence-based practices in teaching and learning at the systems level. A key goal of STEM Hubs is to reduce or eliminate inequities in opportunities for students of color, those in poverty, and those who are embedded in sub-communities where education and learning is undervalued.  Due to the complexity of regional partnerships and the relative newness of the concept of STEM learning ecologies or local STEM learning ecosystems, much is still unknown about how to best design STEM Hubs for maximum impact and sustainability.  Our project examines the growth and success of the STEM Hubs and builds STEM Hubs’ capacity for evaluative thinking by supporting the Hubs in engaging in better data-driven decision-making/continuous improvement.  The project involves collaboration between the OSU Center for Research on Lifelong STEM Learning and the College of Education.  Contacts: Martin Storksdieck and Jana Bouwma-Gearhart 

FIESTAS (Families Involved in Education Sociocultural Teaching and STEM)

A collaborative project between OSU’s College of Education, 4H Youth Development, and the Science and Math Investigative Learning Experiences (SMILE) program with a focus on enhancing the knowledge of STEM related topics in Latino and underrepresented youth in the 3rd to 5th grades.

Mid Valley Mid Coast Partnership (MVMCP)

The Mid-Valley-Mid-Coast Partnership (MVMCP), established in 2004, is a partnership of local educational leaders in Oregon’s mid-Willamette Valley-mid-Pacific Coast region. By focusing on collaboration opportunities among educational institutions in the region’s school districts from pre-K through university, the MVMCP assists the local educational communities in identifying opportunities for improving the performance of the region’s students and teachers and for sharing resources. The MVMCP convenes once a month during the academic year. In addition, individual members frequently meet informally to discuss issues of interest. Contact: Rebekah Elliott and Martin Storskdieck

Oregon Mathematics Teacher Education Partnership (OMTEP)

An APLU-SMTI sponsored project that plays a significant role in furthering work already underway in Oregon. The Mathematics Teacher Education Partnership offers broad opportunities for the OMTEP to share strategic goals, new knowledge and strategies among institutions around the country in the critical area of mathematics teacher education. We take teacher education to mean both the academic preparation and internship experiences for new teachers and the professional development of professional teachers and university faculty in collaborative partnerships. As with all disciplined inquiry, partners will commit to observe critique, reflect, and debate the efficacy of their work in the light of high quality data collected in a variety of formats. The Common Core State Standards in Mathematics (CCSSM) imply a new way of doing business that requires a long-term view of changing how mathematics is taught. Contact: Rebekah Elliott

Teachers Educating All Multilingual Students (TEAMS) 

This collaborative project focuses on increasing teachers’ knowledge and skills for effectively educating English learners (ELs). Supported by a $2.5 million grant from the U.S. Department of Education Office of English Language Acquisition, TEAMS will support 80 Oregon teachers in completing a series of OSU Ecampus classes to earn their English for Speakers of Other Languages (ESOL) endorsement or their Dual Language Specialization. Participating teachers will also learn more about family and community engagement by partnering with local community organizations to co-design and co-lead education-focused community events. A rigorous evaluation, using quasi-experimental methods, will provide information about the impact of the program on participating teachers and on K-12 student outcomes. This project is conducted in partnership with Education Northwest and five Oregon districts (Beaverton, Bend-La Pine, Corvallis, Greater Albany, and Springfield). Contact: Karen Thompson

The Oregon Department of Education/Oregon State University English Learner Partnership 

This researcher-practitioner partnership focuses on analyzing data about English learners (ELs) in Oregon in ways that improve policy and practice in the state. Supported by funding from the Institute of Education Sciences (IES) and the Spencer Foundation, the partnership has investigated a variety of policy and practice questions, such as the time necessary for ELs in the state to attain English proficiency, the effect of exiting EL services on later outcomes, and whether EL students with disabilities are disproportionately represented in special education. Research from the partnership has been featured in variety of settings, including a briefing on Capitol Hill for U.S. Senate staffers, a presentation to the National Academies of Sciences, Engineering, and Medicine, and in peer-reviewed journals, including the Centennial Issue of the American Educational Research Journal. Findings have directly impacted state policies and practices and influenced the national dialogue about both EL policy and research-practitioner partnerships. Contact: Karen Thompson