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FAS4ATE2

Workshop to Improve Assessment of Prof. Development in Technician Education

upcoming events

04/08/2020 - Pre-Workshop Webinar 1 (16:00 - 17:30 EST)

09/23/2020 - Pre-Workshop Webinar 2 (16:00 - 17:30 EST)

10/20/2020 - Intensive Workshop at the ATE PI Conference (08:00 - 17:00 EST)

 

concluded events

12/04/2019 - Recruitment Webinar (video)

  • 01/21/2020 - Participation Application Deadline (Apply)

Last updated: 12/19/2019 

 

 

The National Science Foundation's Advanced Technological Education (ATE) program has been funding innovation at two-year colleges for over twenty years. With a focus on the education of technicians for the high-technology fields that drive our nation's economy, and strong partnerships between academic institutions and industry, ATE promotes improvement in the education of science and engineering technicians at the undergraduate and secondary school levels.

To learn more about ATE, please visit the NSF ATE program home page.

news

 

  • We are recruiting PI and Evaluator pairs to help us refine and test tools. If you are interested, sign up for our workshop.

 

team

PI: Robin Datta, Ph.D.

Faculty, Political Science

Edmonds Community College

T: +1-425-640-1590 

E: rdatta@edcc.edu

Co-PI: Amy Gullickson, Ph.D.

Senior Lecturer

Centre for Program Evaluation, Melbourne Graduate School of Education

The University of Melbourne

T: +61 3 9035 9682

E: amy.gullickson@unimelb.edu.au

Evaluator

Terryll A. Bailey, President

The Allison Group

T: +1-206-525-7175

E: tbailey@theallisongroup.com

Research Assistant

Mia Chen

Centre for Program Evaluation, Melbourne Graduate School of Education

The University of Melbourne

E: mia.chen@unimelb.edu.au

resources

 

FAS4ATE2 (2019-2021):

FAS4ATE1 (2013-2016):

Formative Assessment Systems for Advances Technical Education Two

Are you a PI or an evaluator on a professional development project striving to figure out how to capture student-level learning impacts? The FAS4ATE2 project can help! 

The Formative Assessment Systems for Advanced Technological Education 2 project brings together PI's and Evaluator teams with international experts to learn about and apply a set of assessment and evaluation tools we are developing. There will be a webinar series that culminates in an all-day workshop at the 2020 ATE-PI Conference.

Learn more about FAS4ATE v. 2.0

project description

The development of a well-qualified STEM-oriented technician workforce is critical to the nation's continued economic competitiveness. A means for developing this workforce is to provide professional development (PD) opportunities to those who teach the technicians of the future. While professional development opportunities flourish, an on-going challenge is providing evidence that these types of activities make a difference in fostering the growth of the knowledge, skills, and productive attitudes of students who are pursuing technician careers in STEM fields. Building on a current system of resources to improve the assessment of professional development activities, the primary goal of the workshop and pre- and post-workshop activities is to refine and test a set of professional development resources. Collectively, these resources comprise the Formative Assessment Systems for Advanced Technological Education (ATE) resources (FAS4ATE) toolkit. Testing of this toolkit involves verification that the collection, analysis, and use of PD evaluation data are feasible for all ATE projects and centers, and in turn improve the assessment and reporting of student outcomes.

Drawing on current literature and work on formative assessment and learning, the project will revise and test the FAS4ATE toolkit for usability and scalability. The combination of piloting the implementation of the toolkit with well-experienced teams of principal investigators and evaluators with expert review of the resources will investigate the underlying assumption that availability and access to well-design resources to assess professional development will improve the evaluation of PD activities and in turn lead to well documented and evidence-based claims of the effect of PD on student outcomes.