The University of Arkansas GK-12 KIDS (K-12, I, Do, Science) Program

1. The University of Arkansas GK-12 KIDS (K-12, I, Do, Science) Program Changing Graduate Training to Include a Responsibility for K-12 Science and Math Education Art Hobson, Paul Calleja, Greg Salamo, Gay Stewart and Ronna Turner

2. Why Change?

3. Image of what a scientist does is not clear, yet students are deciding if science is right for them. • Relevance of math and science to everyday life is not made while students are assigning value to learning math and science. • Math and Science Skills are weak • Perceived ability in math & science is not only low but replaced with a “I can’t Do science attitude” This needs to change K-12, I, Do, Science “KIDS” Addresses This Need

4. How? Our Vision is to: • Create a graduate education that trains a new generation of scientists who have the confidence, skill, and desire to make this change • Change the University culture to share responsibility for enhancing the effectiveness of K-12 education. • Change the culture in the K-12 school system to emphasize image, relevance, and ability • Use “hands on-minds on inquiry” to vigorously strengthen math and science skills

5. Our Approach 1. Fellow - Teacher 2. Fellow - Student Teacher Student Fellow Recognizing their impact on students, teachers, the community, and the campus culture is what we believe will encourage Fellows to continue a lifelong relationship with the K-12 system and their communities! Community Campus Culture 3. Fellow - Community 4. Fellow - Campus

6. 1. Evidence of Fellow - Teacher Impact • FELLOW IMPACT ON THE TEACHER: • 28% increase in time using inquiry learning activities (49 min / week / class) • 34% decrease in traditional lecture methods (26 min) • 54% increase in manipulative and active learning tools (48 min) • 60% increase in technology usage (14 min) • TEACHER IMPACT ON THE FELLOW: • Significant increases in Fellows’ confidence: • (a) STEM Content Knowledge (applied to K-12) • 20% of Fellows had high confidence levels prior to GK12 training • 90% of Fellows had high confidence after training and K-12 implementation • (b) Presentation Skills • Increase from 70% to 100% of Fellows with high confidence levels after GK-12 training and 6-9 months in K-12 schools • (c) Pedagogy (not statistically significant; moderate effect size) • 60% of Fellows experienced increases in confidence in knowledge and practice

7. 2. Evidence of Fellow - Student Impact • FELLOW IMPACT ON THE STUDENT: • (a) Significant difference in Standardized Math Score Growth from grades 4 to 6 • Year 1 - decrease in Control classrooms (↓3 percentiles; N=742), increase in GK-12 classrooms (↑3 percentiles; N=259) • Year 2 – little change in Control classrooms (↑1 percentile; N=498), significant increase in GK-12 classrooms (↑6 percentiles; N = 435) • (b) Difference in STEM Career Interest • Twice as many GK-12 Science students find careers in Chemistry, Physics, and Science Teaching as “Very Interesting” compared to Control • Almost twice as many GK-12 Math students find careers in Biology, Physics, and Computer Programming as “Very Interesting” compared to Control • STUDENT IMPACT ON THE FELLOW: • (a) Facilitating Inquiry Learning • 40% of Fellows confident prior to GK-12 training; 80% of Fellows with high confidence levels after K-12 implementation • (b) Incorporating STEM Research and Technology into instruction • 70% of Fellows significantly increased in confidence after GK12 training, with further increases after K-12 implementation

8. 3. Evidence of Fellow - Community Impact • FELLOW IMPACT ON THE COMMUNITY: • (a) ~450 family members attend Math & Science Nights where fellows demonstrate the “Science in Everyday Life” through interactive activities • High poverty, rural school: • ~6 family members attended in year 1; • ~60 family members in year 2 • (b) Fellows provide scientific explanations for everyday phenomenon to students and the community • ~5500-6000 listeners to the Math & Science Question NPR radio broadcast • COMMUNITY IMPACT ON THE FELLOW: • (a) Increase in confidence in Facilitating Inquiry Activities • change of 40% to 80% of Fellows who had high confidence levels after one year of participating in K-12 education and community activities • (b) Fellows observe reactions of community members participating in Math and Science Nights / Math and Science Mall Days

9. 4. Evidence of Fellow – Campus Culture Impact (a) PROVOST Letter of support for Track 2 : “The University of Arkansas very much supports the efforts of Professor Art Hobson and others to continue the GK-12 Program currently at the University through a Track 2 period and beyond. As will be shown by the proposal, the University does commit to match during the proposed five year grant period. More than that, the University agrees to continue the program beyond the five years via several means of funding”. (b) We have proposed to the University of Arkansas to gradually replace NSF Fellowships with Teaching Assistantships & Walton Fellowships during Track 2. Specifically: • Deans committed funding for graduate students • College of Arts & Sciences (2) • College of Engineering (1) • College of Education & Health Professions (1) • Microelectronics Photonics program (2) • University Walton Fellowships allocated to KIDS program (5) (c) Teacher Education faculty sending student teachers to the KIDS summer training workshop (12 participating in 2005) (d) KIDS K-12 teachers are becoming mentor teachers for teacher education

10. There is a lot to do from here • Uncover the correlation between program components and the impact on the fellows, students, and teachers. • Track Fellows and their connection to the K12 system and/or the community after leaving the KIDS program. • Add schools and programs like the Phy Ed - Science Teacher Partnership and Pre-teacher program with the School of Education • Track the impact of the Fellows on students and teachers after fellow contact ends. • Sustained use of inquiry, technology, and active learning in the classrooms • Increases in students taking advanced STEM courses in high school • Sustained increases in student academic performance • Continue to build a sustained change in the culture of graduate training at the University of Arkansas gradually replacing NSF Fellowships with Teaching Assistantships & Walton Fellowships.

11. Learn more about the University of Arkansas GK-12 KIDS Program @ • http://gk12.uark.edu