| NSF Org: |
DUE Division Of Undergraduate Education |
| Recipient: |
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| Initial Amendment Date: | August 20, 2010 |
| Latest Amendment Date: | September 3, 2015 |
| Award Number: | 1003589 |
| Award Instrument: | Standard Grant |
| Program Manager: |
Connie Della-Piana
cdellapi@nsf.gov (703)292-5309 DUE Division Of Undergraduate Education EDU Directorate for STEM Education |
| Start Date: | September 1, 2010 |
| End Date: | December 31, 2015 (Estimated) |
| Total Intended Award Amount: | $899,999.00 |
| Total Awarded Amount to Date: | $899,999.00 |
| Funds Obligated to Date: |
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| History of Investigator: |
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| Recipient Sponsored Research Office: |
1102 Q ST STE 4800 SACRAMENTO CA US 95811-6562 (916)325-0117 |
| Sponsor Congressional District: |
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| Primary Place of Performance: |
1102 Q ST STE 4800 SACRAMENTO CA US 95811-6562 |
| Primary Place of Performance Congressional District: |
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| Unique Entity Identifier (UEI): |
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| Parent UEI: |
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| NSF Program(s): | Advanced Tech Education Prog |
| Primary Program Source: |
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| Program Reference Code(s): |
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| Program Element Code(s): |
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| Award Agency Code: | 4900 |
| Fund Agency Code: | 4900 |
| Assistance Listing Number(s): | 47.076 |
ABSTRACT
The targeted research project examines and identifies promising organizational practices in the adoption and institutionalization of career pathways for students who attend 2-year institutions. For the purposes of this study and in the context of the Advanced Technological Education (ATE) program, career pathways are intentionally structured curriculum, pedagogy, and organizational strategies that assist diverse associate degree-seeking youth and adults in gaining access to and progressing through programs that lead to technician careers. Career pathways are designed to integrate the general and technical education needed to prepare youth and adults for employment, for earning associate degrees, and for transferring to additional postsecondary education. The study draws on previous research in technician education conducted by the research team and literature that posits that both access to educational opportunities and successful student progress are components of equity. Using case study methodology and a collaborative research model that includes senior researchers and ATE leaders, the targeted research project provides in-depth analyses of the opportunities and challenges associated with implementing career pathways for technician education. Through the participation of ATE leaders, the project is practitioner-oriented and provides a platform for critically examining the opportunities and challenges involved in collaborative research for bridging the gap between research and practice. The findings from the study have the potential for improving local practices at ATE sites, informing the adoption of promising practices in other programs, and contributing to research on technician education.
PUBLICATIONS PRODUCED AS A RESULT OF THIS RESEARCH
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PROJECT OUTCOMES REPORT
Disclaimer
This Project Outcomes Report for the General Public is displayed verbatim as submitted by the Principal Investigator (PI) for this award. Any opinions, findings, and conclusions or recommendations expressed in this Report are those of the PI and do not necessarily reflect the views of the National Science Foundation; NSF has not approved or endorsed its content.
This targeted research project analyzed current practices among programs for implementing pathways into and through ATE programs. In addition, the grant applied a Researcher-Practitioner approach, in which ATE practitioners collaborated with experienced researchers to set direction and research design for this project. Based on a survey of all active ATE programs, followed by phone interviews, document review, attendance at presentations and site visits, findings included: a) the critical role of Tempered Radical faculty to initiate and implement reform in technology education; (b) the considerable challenges for sustaining conviction to be a transformative educator for faculty engaged in problem-based learning; (c) strategies for scaffolding project based to problem based learning in technology education; (d) the role of technical capital in smoothing generational poverty and acquisition of living wage skills for underrepresented students; and (e) factors impacting success in ATE for women. Five women from 3 universities completed dissertations focused on ATE (a sixth from another university will soon finish), offering a new cadre of emerging ATE scholars. Fourteen articles in peer-reviewed journals have been (or are in the process of being) published.
This targeted research project demonstated intellectual merit by advancing knowledge about 1) teaching and curriculum strategies for influencing student identity through well-structured projects and moving students from well-structured to ill-structured problems; 2) faculty motivators and constraints for initiating and implementing reform of community college STEM education; 3) benefits and challenges for designing community college STEM programs for underprepared students through contextualizing developmental education; and 4) the role of ATE in meeting women's aspirations for living wage employment.
In addition, this research project offered broader impacts for pathways in which all students might enter and succeed in advanced technological education and faculty might gain the support necessary to lead these efforts. In doing so, this research project offers a map for addressing generational poverty through technical education.
Last Modified: 02/06/2016
Modified by: Norena N Badway
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