Dr. Renee' Schwartz |
Assistant Professor of Biological Sciences
3139 Wood Hall |
Phone: (269) 387-5660 |
FAX: (269) 387-2909 | email@example.com
I am external evaluator for the following projects:
- Illinois Mathematics
Science Partnerships project:
School District #121 Math
and Science Partnership.
This project is funded
Department of Education. The
Partnership is among science and mathematics teachers in the
school district (district #121 in
The Illinois Institute of Technology, and the Illinois Mathematics and
Academy. The PI is Dr. David Abler of
Project Description: The Warren Township IMSP is structured to provide
mathematics and science teachers with the opportunity to learn about scientific and mathematical inquiry and the natures
of science and mathematics for the purpose of improving student
achievement. Through a 10-day summer
institute, academic year follow up meetings, and action research, the Warren
Township IMSP aims to provide teachers the tools to engage their students by
using a thorough approach to understanding 1) What scientific
and mathematical inquiry and the natures of science and mathematics
means; 2)Why that understanding is important, and 3)How that understanding
strengthens the ability to solve problems. The Partnership’s implementation facilitates aligning instruction with
State and National Standards. As a part
of this alignment, it will hopefully foster an integrated math and science
curriculum where scientific and mathematical inquiry
and the natures of science and mathematics forms not only a unifying
thread among the science and mathematics courses offered in the curriculum, but
is, in fact the very basis and foundation from which science and mathematics
concepts are taught.
The evaluation utilizes
qualitative and quantitative measures to target the following goals of the
Summer Institute Goals:
- Development of
teachers’ understanding of critical unifying concepts and processes,
scientific and mathematical inquiry and
science and mathematics.
- Development of teachers’ pedagogical knowledge and skills related to scientific and mathematical inquiry and the natures of science and
mathematics within the context of instruction related to foundational science
and mathematics concepts.
- Development of
teachers’ abilities to integrate the teaching and learning of mathematics and
- Development of
teachers’ abilities to enhance students’ understanding ofscientific and mathematical inquiry, natures of
science and mathematics, scientific and mathematical concepts, and the
application of mathematics in explaining these concepts.>
of teachers’ abilities to enhance students’ ability to perform scientific
inquiry and mathematics using inquiry-based strategies.
- Students demonstrate a better understanding of
standards-based science and mathematics concepts including scientific and mathematical inquiry and the
natures of science and mathematics.
- Students demonstrate an increased ability to
perform scientific inquiry and mathematics.
- Students including special education, low
income and Hispanic students demonstrate early indications of increased
motivation and achievement in the areas of science and mathematics.
Data relevant to teacher
development include: Pre/Post open-ended surveys (VNOS, VOSI, VMPS),
interviews, lesson descriptions, videotaped classroom instruction, and
reflections, Pre/post Survey of Enacted Curriculum (SEC).
Data relevant to student
achievement include: Pre/post open-ended surveys (VNOS, VOSI, VMPS), pre/post
science/mathematical attitudes survey, state assessments
Past Evaluation Work
Teacher enhancement (FIPSE) (2003). SUNY-Cortland. External evaluator for effectiveness of program on teacher learning about the nature of science. Data sources were pre/post VNOS.
US-ED Learning a Second Culture (FIPSE). (2001-2002)
Program incorporates environmental science and a term abroad experience (Tech de Monterey, Guaymas, Mexico) for the development of global awareness and cultural sensitivity of undergraduate science majors. Evaluation responsibilities included assessment of year three cohorts, site visit to Campus Guaymas, and analysis of all data collected over the three years of the project.
GK-12 Project (NSF funded). Designed project evaluation protocol and instruments; helped conduct year one evaluation.
Steppingstones of Technology Innovations for Students with Disabilities (NSF evaluation). Technology intended to provide visually impaired students access to Cartesian graphs through tactile senses. Helped design evaluatioin protocol and instruments.
Web-based Force Feedback (NSF evaluation). Technology incorporated a force feedback mouse in learning physics and mathematics concepts. Helped design evaluation protocol and instruments.
North Bend School District. (1998-1999). North Bend, OR.
Designed and conducted evaluation of the district’s elementary science program involving two science specialists.
Mallinson Institute for Science Education