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Eric.ed.gov – A Preliminary Case Study of SCALE Activities at the University of Wisconsin-Madison: Factors Influencing Change Initiatives in STEM Undergraduate Education, Teacher Training, and Partnerships with K-12 Districts. WCER Working Paper No. 2007-2

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This report on the SCALE Institutions of Higher Education (IHE) Case Studies line of work provides preliminary findings about SCALE activities at the University of Wisconsin-Madison (UW-Madison). This study focuses on the structural and behavioral dynamics influencing the implementation of the four core SCALE strategies for effecting change in IHEs: (1) reform undergraduate science, technology, engineering and mathematics (STEM) courses; (2) promote collaboration between STEM and education departments regarding pre-service teacher education; (3) promote collaboration between IHEs and K-12 districts regarding in-service professional development; and (4) improve institutional policies and practices at the IHE level that support faculty engaged in pre- and in-service activities. Preliminary findings indicate that SCALE is making progress in each of these areas. Through the Math Masters and Immersion Unit professional development programs for K-12 math and science teachers, SCALE is engaging STEM faculty in learning and modeling inquiry-based pedagogy, which is influencing the faculty’s conception of their own teaching and of K-12 issues. Through the co-construction of professional development materials and the co-facilitation of the actual professional development sessions, SCALE is introducing a new, more collaborative and mutually beneficial partnership between UW-Madison and the Madison Metropolitan School District (MMSD). The emerging partnership between the UW-Madison Mathematics Department and MMSD is resulting in greater faculty attention to K-12 issues and in institutional support for the continuation of the Math Masters program from both partner organizations. SCALE is also leading interdepartmental efforts to revise the pre-service math and science curriculum for elementary and middle school teacher candidates. (Contains 2 figures, 2 tables, and 1 footnote.)

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Troels Gannerup Christensen

Jeg er ansat som adjunkt hos Læreruddannelsen i Jelling, hvor jeg underviser i matematik, specialiseringsmodulet teknologiforståelse, praktik m.m. Jeg har tidligere været ansat som pædagogisk konsulent i matematik og tysk hos UCL ved Center for Undervisningsmidler (CFU) i Vejle og lærer i udskolingen (7.-9. klasse) på Lyshøjskolen i Kolding. Jeg er ejer af og driver bl.a. hjemmesiderne www.lærklokken.dk og www.iundervisning.dk, ggbkursus.dk og er tidligere fagredaktør på matematik på emu.dk. Jeg går ind for, at læring skal være let tilgængelig og i størst mulig omfang gratis at benytte.

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