NEWS | July 2008 - all articles

This page includes all articles in the July issue of NEWS. Return to summary or go to the NEWS archive.

Advancing the education of STEM educators
Art program for homeless children demonstrates power of education
Liberal arts education prepares students for work and life
Briefs

Advancing the education of STEM educators

Improving science, technology, engineering and math (STEM) teaching in K-12 schools requires high-quality preparation, support and professional development for teachers. Several of Minnesota's Private Colleges are working to do just that.

At the College of St. Catherine, a new STEM certificate and minor is helping future teachers gain expertise in the four STEM disciplines. Since many of the fastest-growing occupations of the future will be tied to STEM, giving K-12 students a foundation of knowledge and building their skills in problem-solving and logical thinking is critical.

As a recent article in Minnesota Monthly noted, “If young students are inspired and excited about math and science, they’re more likely to continue along the STEM track as they get older. Competent, qualified, passionate teachers are key to igniting this spark of interest.”

Instilling teachers with the knowledge, relevance and excitement of STEM is exactly what the St. Kate’s minor aims to do. In Engineering in Your World, one of the minor’s five required courses, education students discover the relevance of the topic on the first day. “We do an exercise called “Naked City,” where they examine several cityscapes and countryscapes,” said Yvonne Ng, who co-teaches the class and directs St. Kate’s Center for Women, Science and Technology. “They realize that we live in a world that’s engineered…and if so much is engineered and they know nothing about it, they see why it’s important,” she said.

“Many women feel uncomfortable teaching science and mathematics, and a large number of K-6 teachers are women,” said Tony Murphy, the associate dean of education at St. Kate’s who proposed the STEM focus. “The STEM certificate and minor are purposefully designed to give our graduating teachers confidence and a comfort level in these areas so they can help their students learn and enjoy science, technology, engineering and mathematics,” he said.

Courses in the certificate and minor are co-taught by education and STEM discipline faculty, ensuring that students learn about the subject matter and why it matters, as well as how to teach it. Most importantly, the courses provide context for these future teachers.

St. Kate’s student working on a scaled furniture assignment in engineering class

In Ng’s engineering class, students do a project where they actually have to build a structure out of spaghetti or paper. “It requires science, math, reasoning and an awareness of the world around them,” Ng said. “They are graded based on a measurable outcome. To get an 'A', their structure must support 30 times its weight.” She observes that these shoestring projects also show students that they can teach a concept without spending much money.

Ng wants these future educators to see their place in teaching STEM. “We’re investing in teachers by building their interest and skills — which they, in turn, pass onto their students.”

A focus on science teachers and teaching
This summer more than 400 K-12 teachers of science from throughout Minnesota are participating in 19 no-cost workshops offered by Hamline University’s Minnesota Science Teachers Education Project (MnSTEP). Funded by a $2.3 million grant, the workshops build teachers’ proficiency in science and help them teach to state standards. Topics include earth science, biology/environmental science, chemistry, physics, and inquiry and assessment for both elementary and secondary teachers.

Earth science teachers investigate an outcrop of iron formation on the Gunflint Trail while participating in a geology course that's part of the MnSTEP program

“State science standards require that students know how to construct testable questions, form valid hypotheses, design investigations and formulate conclusions based on data. Our programs model how you can teach this process in the classrooms,” said Lee Schmitt, MnSTEP project director.

Schmitt recently returned from the earth science MnSTEP workshop in the Duluth area. “We parked at a rock outcrop and had teachers spend time observing, and then we had an evidence-based discussion,” he said. “Teachers had to form a hypothesis about what that rock told about the region, then test, measure and eventually make a presentation about their conclusions. Doing real scientific inquiry was a powerful experience for these teachers.”

Teachers not only learn new content, but they do it in the context of inquiry, according to Schmitt. “It increases their confidence in the science content they teach and their comfort in using an inquiry-based approach, which will help move students to greater understanding,” he said.

The evaluations at the end were overwhelmingly positive, Schmitt said. “The teachers enjoyed the experience, the frustrations, the joy of discovery — and they appreciated being treated as professionals. It really fires them up for teaching science.”

Improving math instruction

Participants from the 2007 workshop worked in small groups to determine the volume of different fruits

At Augsburg College, 34 K-8 charter and magnet school teachers recently completed a nine-day workshop in conceptual mathematics. Now in its fifth year, the yearlong Conceptual Mathematics Institute aims to increase teacher understanding of math concepts and how best to teach them.

During the academic year following the summer workshop, teachers work on a Lesson Study project. Through two more group meetings at Augsburg and individual mentoring at their schools, they plan and reflect on lessons. “Our discussions about the mathematics content of lessons as well as students’ thinking, understanding and misconceptions — are invaluable,” said Linda Stevens, project director for the institute.

According to Stevens, different content is emphasized each year. This year the focus was on integrating algebraic reasoning into geometry and measurement. Teachers used manipulatives such as a geoboard to investigate different areas of shapes and were able to recognize how children's understanding of area develops from a concrete level to an abstract level of thinking. “This will help the teachers prepare more effective lessons," Stevens said.

If increasing STEM graduates is a goal of society, you need to begin with the younger students, according to St. Kate’s Tony Murphy. And teachers who participate in programs like those at St. Kate’s, Hamline and Augsburg will be well equipped to help their students learn. See Stem Background (PDF) for more information about private college's commitment to STEM education. Find out about the Science Research Institute at Concordia University, St. Paul.

Art program for homeless children demonstrates power of education

Editor’s Note: This article is written by one of our Phillips scholars, reporting on her summer project experience.

Liz McCreary with children participating in her Art for Artists program

I’m Liz McCreary from the quaint little town of Loveland, Colo. I’m a rising senior at the fabulous Macalester College, geography major, and Phillips Scholar. Six scholars are selected each year for this two-year program that focuses on community service. During our second summer we do a self-designed service project to address unmet needs in Minnesota communities.

My summer project, Art for Artists, addresses the creative needs of the children of The Family Place, the only day shelter for homeless families in the Twin Cities. The purpose of my program is to expose the children at the shelter to a variety of types of art through personal exploration and contact with local artists. On a larger scale, I want my program to inspire community dialogue relating to issues of homelessness and for the children to gain confidence in their own abilities.

To do this, I’ve been providing a cycle of weekly art activities and field trips. Overall, the program has been very rewarding but not without its challenges. Some of the challenges relate to what I’ve read about in my classes concerning homelessness: a system with so many rules the clients feel powerless, a disconnect behind big ideas and actual implementation, a lack of services that help the clients in the long-term and too many band-aid fixes that only last a month or two. The Family Place is doing what it can within its means and is providing some wonderful services, but the problems are larger than this shelter.

I have had an insider’s view of the current system and policies that address homelessness, and I am not particularly impressed with what I’ve seen. There is a disconnect between policymakers and their homeless constituents that is costing everyone a lot of money. They need to back up and examine why people are homeless. Sometimes it’s because of outrageous medical expenses or serious drug and alcohol issues. Others were born into homelessness and cannot escape it. Whatever the cause, there should be more focus on prevention than on treatment.

For me, the saddest thing is to see how the children are affected. We do what we can during the day, but for these kids homelessness isn’t a nine to five deal; it’s 24/7. Homelessness manifests itself in every part of the kids lives and I can see how far behind it puts them academically, emotionally, mentally and behaviorally.

My time in the shelter has strengthened my belief in the power of education as an exit to homelessness. Margaret Lovejoy, executive director of The Family Place, agrees. “Education is key to the growth and stability of the children and a means out of the cycle.” The kids love learning and they want to learn so badly but they lack support and are scared of failure. Thankfully, I have seen that art allows for differences in ability without being threatening and has created a doorway to get them excited about learning. When the kids are excited, they are willing to try new things, take risks, use their imaginations and build confidence in themselves. These are important first steps in breaking the cycle of homelessness because they need to believe they deserve better and they have the ability to make things better. Creating this excitement is not an easy task, but it’s one that the kids inspire you to take on. They deserve so much more; they just need someone to believe in them.

These children are worth fighting for and I’m proud to say my part of the battle has just begun. I hope to take some time to reflect upon this summer during the upcoming academic year and prepare a list of policy recommendations for city and county legislators as well as an art program portfolio for The Family Place. In the long term, I’d like to teach in inner-city schools and work to inspire all kids to learn. I thank the Phillips Family for this opportunity and their support of this scholarship program that helps carry on their legacy of service to others.

If you have questions or comments about my program or would like to volunteer your time or services, please contact me at emccreary@macalester.edu.

Postscript: McCreary was recently awarded a Carter Academic Service Entrepreneur grant by the Jimmy and Rosalynn Carter Partnership Foundation. See article.

Liberal arts education prepares students for work and life

At a time when anxiety about the slowing economy is high, graduates of Minnesota’s private colleges and universities are drawing on the broad skills and adaptability provided by their liberal arts educations. And some recent graduates looking for an alternative to the traditional first job after college are choosing volunteer and service pathways.

Whatever path our graduates take, a liberal arts education is valuable and marketable in today’s society — providing a “whole-person” education that includes rigorous academics and promotes a life of service. By taking well-rounded coursework at the undergraduate level — including humanities, sciences and languages—liberal arts graduates are prepared to enter the workforce, go on to graduate school and move into humanitarian and service roles with applicable knowledge and experience.

At the core of the liberal arts experience is a holistic and multi-disciplinary approach to learning. With opportunity to participate in class discussions and research projects in an array of disciplines, students develop key skills that are sought out by employers in many industries. Benefits of a liberal arts education include critical thinking, adaptability, both written and oral communication and the ability to collaborate with diverse team members.

A liberal arts education not only provides a rich and rigorous undergraduate experience but a strong foundation for graduate and professional school training as well. One quarter of alumni from the 17 colleges represented by the Minnesota Private College Council (MPCC) pursue graduate level education immediately upon earning their bachelor’s degrees. For those who chose employment, three out of four of MPCC institution graduates go immediately into full-time employment—many for leading Minnesota companies.

Graduates of liberal arts colleges have opportunities in fields beyond what is traditionally thought of as a liberal arts education, particularly in the disciplines of science, technology, engineering and mathematics (STEM). MPCC institutions graduate 28 percent of bachelor’s degrees and 14 percent of graduate degrees in STEM fields in Minnesota.

In addition to preparing well-rounded employees for the workforce and graduate school, liberal arts education also promotes a life of service. College of St. Scholastica President Larry Goodwin illustrated the connection between liberal arts and the greater good in a speech at United International College in Zhuhai, China, last fall. “Liberal education prepares students for their professional lives, but we cannot know fully what it means to be a good professional unless we also know what it means to be a good human being,” Goodwin said. “At its best, liberal education engages the mind but also provokes the conscience, shapes character and so provides the context within which people engage in good work.”

Experiential and service learning opportunities for students following recent disasters like the September 11, 2001 attacks and Hurricane Katrina have compelled many students to reach out to serve others in need. As many as 400 graduates from MPCC institutions (5 percent) go immediately into full-time service and volunteer work.

Chrissy Painter, a junior majoring in elementary education at the College of St. Scholastica, hopes to take her teaching talents overseas after graduation to work with underserved children. “I’d love to be able to work outside the U.S. in orphanage teaching," she said, “I think it will give me an entirely new perspective on how to get through to kids that will make me a better teacher in the long run.”

The value of the liberal arts is sometimes missed when learning outcomes are the focus — noted most recently in the Insider Higher Ed article, Could the Wrong Assessment Kill the Liberal Arts? The skills and knowledge gained from a liberal arts education are not always quantifiable, yet graduates contribute in ways that benefit the workforce, economy and society.

BRIEFS

• Pamela M. Jolicoeur, president of Concordia College, Moorhead, is the new chair of the board of directors of the Minnesota Private College Council, Fund and Research Foundation, effective July 1. New board members include Jay Barnes, president, Bethel University; Jack Ohle, president, Gustavus Adolphus College; Br. William Mann, president, Saint Mary's University of Minnesota; and Robert Vanasek, former legislative leader, former association president and current honorary consul for the Czech Republic.
• View data and graphs of high school graduation rates by region, racial and ethnic groups and more on the Twin Cities COMPASS Web site.
• "Vanishing Graduates & Minnesota's Future" will air again on Twin Cities Public Television on Saturday, July 26 at 9 p.m. This thought-provoking program examines why a shrinking number of Minnesota's students will be graduating from colleges and what that means for the state. View the program or clips and use the new tool kit to help spread the word.
• Together We Can (see right sidebar) is a two-page summary about higher education financing that helps policymakers, families and donors see how their contributions and commitments fit together. The National Association of Independent Colleges and Universities, which developed the document, has been shared with all 2008 presidential candidates.