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Quantitative
Analysis:
Describes limitations of analysis due to lack of
baseline data
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We have not yet collected baseline information
statewide from both faculty and students about current
curricular and instructional practices in math, science,
engineering and teacher education. As a result, until
these data are analyzed we are not able to project what
kinds of and how much change may be observable among
faculty and students over the course of the five
years.
|
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Qualitative
and Quantitative
Analysis:
Describes how the analysis will focus on
determining project impact
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Finally, during the course of the project, many other
potential sources of influence can be expected to
affect faculty practices and beliefs. Other federal
and State-funded projects are underway or will be
implemented. Many individual campuses have initiated
faculty development programs through new teaching
and learning centers designed to introduce faculty
to new instructional approaches, uses of technology
and classroom assessment. The evaluators will be hard
pressed to separate out the influence of this particular
project from the collective impact of many other initiatives
and developments. We will make the effort, however,
through the use of self-report data from faculty and
students, to identify what they perceive has contributed
most to various changes in their own practices and
perspectives.
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