As part of the SCALE IHE Case Studies line of work, this document provides findings on the effects of the SCALE project at the California State University, Northridge (CSUN) between March 2005 and August 2007. Case studies of two other SCALE IHEs—the California State University, Dominguez Hills (CSUDH), and the University of Wisconsin-Madison (UW-Madison)— have been produced. A cross-case analysis of the three IHE case studies will present a diagnostic approach to evaluating STEM education interventions in complex organizations.
Institutions of Higher Education (IHE) play an important role in math and science education by providing undergraduate instruction, teacher training programs, and in-service training for K–12 teachers. The National Science Foundation-funded
System-wide Change for All Learners and Educators (SCALE) project sought to effect change in its partner IHEs by creating a “transformative culture” through “cross-cultural working teams” that operated at the intersections among K–12 districts, colleges of education, and colleges of mathematics, science, and engineering (SCALE, 2005). The SCALE goals for IHEs are to: a) improve science, technology, engineering, and mathematics (STEM) undergraduate education; b) improve collaboration between STEM and education faculty regarding preservice programs; c) improve collaboration between IHE faculty and K–12 districts regarding in-service training; and (d) improve institutional policies and practices that support these activities.
Hora, M. and Millar, S.B. July 2008. Madison, WI: University of Wisconsin-Madison, Wisconsin Center for Education Research.
A Distributed Leadership Perspective on the SCALE Theory of Action (Working Paper)
A Preliminary Case Study of SCALE Activities at the California State University, Northridge
