118 Geoscience Education V: Innovations in Geoscience Education

Monday, 10 October 2011
1:30 PM - 5:30 PM
Room 208CD

MAKING STRATEGIC DECISIONS ABOUT DISSEMINATION OF NEW INSTRUCTIONAL MATERIALS: LESSONS LEARNED AND STRATEGIES USED IN THE BUILDING CORE KNOWLEDGE - RECONSTRUCTING EARTH HISTORY PROJECT

Paper number: 118-10
Program: Technical Sessions
Time: 3:45 PM – 4:00 PM

Authors

Abstract

Achieving widespread adoption of quality instructional materials and methods is important in the national effort to enhance student learning and improve STEM education. However, effective dissemination is a challenge for many NSF TUES/CCLI projects. Arguably many good instructional materials/methods fall short of widespread adoption because the project dissemination was ineffective. In order for institutions other than those of the development team to adopt new instructional materials or methods, they need to know about them and overcome barriers to adoption. In this presentation we will longitudinally map and share the strategies used in the dissemination of materials developed by our four year NSF CCLI project (#0737335). Our dissemination plan evolved from key advice and experiential learning, and was implemented after careful decision-making. Ultimately our dissemination efforts became much more strategic and effective that what we originally proposed.

Dissemination occurred on three levels in our project: (1) a broad foundation of meeting presentations and abstracts, (2) a series of full-day workshops for our target audiences, and (3) a hybrid combination peer-review print and online publications. The potential for lasting impact and widespread adoption increases with each level of dissemination, yet each level is necessary and beneficial. Presentations at different venues across the lifespan of the project enabled us to gain regular formative feedback about our materials, and to create excitement among potential adoptees about the new materials. Workshops resulted in the initial external adoption of materials because participants had hands-on experience with the materials, removing some barriers to adoption. Lastly, we recognized that there were two primary options available to us for dissemination at the highest level: online open access or publication as a book. These options differ significantly in terms of time, cost (to the project and to the potential adoptees), and access, quality control, and professionalism. Our decision to publish the full suite of instructional materials as a book with a major publishing company, while also providing open online access to a subset of materials, demonstrates that creative, hybrid options can be found for effective dissemination.