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VIP K-16
The University System of Maryland (USM) in partnership with the Montgomery County Public Schools (MCPS) will develop a sustainable K-16 professional development model for high school science teachers, prospective pre-service science teaching candidates, and college faculty. The project, "Vertically Integrated Partnerships K-16" (VIP K-16) has two major aims (a) To enrich science teacher knowledge in order to improve high school science instruction to better enable students to meet rigorous state science standards as measured on the Maryland Science High School Assessments, and (b) To improve the teaching skills of college science faculty in order to improve the quality of undergraduate general education science courses.

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Project Contributions

Faculty Grassroots Leadership in Science Education Reform: Considerations for Institutional Change, Culture, and Context
"A multi-institution project was implemented with the goal of improving science education through redesigned courses, inquiry-oriented pedagogy, and outreach to public schools. We examined the nature of faculty grassroots leadership…
Master Graduate Teaching Fellows: An Evaluation of One Research University'€™s Pilot Program to Improve STEM Teaching and Learning
Posted by: David May. This paper presents an evaluation of a Master Graduate Teaching Fellows (MGTF) program at a public flagship research university. The MGTF program was part of a broader P-20 science education…
Master Graduate Teaching Fellows: An Evaluation of One Research University's Pilot Program to Improve STEM Teaching and Learning
This paper presents an evaluation of a Master Graduate Teaching Fellows (MGTF) program at a public flagship research university. The MGTF program was part of a broader P-20 science education…
Faculty Grassroots Leadership in Science Education Reform: Considerations for Institutional Change, Culture, and Context
Posted by: David May. This article presents four case studies of faculty grassroots leadership in a science education partnership involving multiple higher education institutions-a community college, a master's level university, and two different research…
A Resources Interpretation of Teachers' Epistemologies of Science
Posted by: David May. Teachers' epistemologies of science are explored as they emerge during the course of an authentic laboratory research experience. Using a resources framework as an interpretive lens, we find that teachers…
A Resources Interpretation of Teachers' Epistemologies of Science
Teachers' epistemologies of science are explored as they emerge during the course of an authentic laboratory research experience. Using a resources framework as an interpretive lens, we find that teachers…
Measuring the Effects of Inquiry-oriented High School Science Curriculum Guides and Complementary Professional Development on Student Achievement
This paper addresses the following claim(s): "Measuring the impact of large-scale professional development on large groups of teachers on their students is difficult, but some influences can be detected. In…
2009 USM STEM Symposium proceedings
Posted by: David May. As part of the University System of Maryland's STEM (Science, Technology, Engineering, and Mathematics) and Competitiveness Initiative, the University System of Maryland hosted a STEM Symposium on Wednesday, April 22,…
Making Good on Our Word: STEM Faculty and K-16 Partnerships, AACTE Presentation
"In K-16 partnerships, the National Science Foundation Math Science Partnerships provide substantial support to improve of teaching and learning in K-16 and higher education, highlighting evidence-based...
Networking Among VIP K-16 Participants
"This study employed social network analysis (SNA) to describe professional collaboration among participants of the Vertically Integrated Partnerships (VIP) K-16 program, primarily high school teachers...
Making Good on Our Word: STEM Faculty and K-16 Partnerships
For the last quarter century, the focus on education reform has been directed at the K-12 sector. With the 1998 reauthorization of the Higher Education Act and the 2002 reauthorization...
VIP K-16 Year 4 Report
Posted by: David May. During Year 4, the VIP K-16 project continued its rapid growth in the scale and diversity of implementation (especially at the higher education level), in the interaction of partners, and...
VIP K-16 Program Nuggets
Posted by: Pech Yim. This document provides a summary of recent project activity.
Teacher Change in High School Science: Findings from the First Three Years of the Vertically Integrated Partnerships (VIP) K-16
"[T]his paper reports on findings from the first three years of implementation within Montgomery County Public Schools (MCPS), specifically changes in teachers' instructional practices and attitudes,...
Vertically Integrated Partnerships K-16 Report for Year 3 (October 2004 - September 2005)
Posted by: David May. "During Year 3, VIP K-16 witnessed much growth in the scale of implementation, in the interaction of partners, and in our efforts to evaluate our progress toward goals. In addition,...