New England Board of Higher Education

Abstract Shared governance between administration and faculty needs to be viewed as a sanctioned vehicle of collaboration, not a rivalry.

Problem-based learning (PBL) is an instructional approach in which students learn problem-solving and teamwork skills by collaboratively solving complex real-world problems. Research shows that PBL improves student knowledge and retention, motivation, problem-solving skills, and the ability to skillfully apply knowledge in new and novel situations. One of the challenges faced by students accustomed to traditional didactic methods, however, is acclimating to the PBL process in which problem parameters are often ill-defined and ambiguous, often leading to frustration and disengagement with the learning process. To address this problem, the New England Board of Higher Education (NEBHE), funded by the National Science Foundation Advanced Technological Education (NSF-ATE) program, has created and field tested a comprehensive series of industry-based multimedia PBL “Challenges” designed to scaffold the development of students’ problem solving and critical thinking skills. In this paper, we present the results of a pilot study conducted to examine student reactions to the PBL Challenges in photonics technician education. During the fall 2012 semester, students (n=12) in two associate degree level photonics courses engaged in PBL using the PBL Challenges. Qualitative and quantitative methods were used to assess student motivation, self-efficacy, critical thinking, metacognitive self-regulation, and peer learning using selected scales from the Motivated Strategies for Learning Questionnaire (MSLQ). Results showed positive gains in all variables. Follow-up focus group interviews yielded positive themes supporting the effectiveness of PBL in developing the knowledge, skills and attitudes of photonics technicians.

A book review of The Department Chair’s Role in Developing New Faculty into Teachers and Scholars by Estela Mara Bensimon, Kelly Ward, and Karla Sanders

Problem-based learning (PBL) is an instructional approach whereby students learn course content by collaboratively solving complex real-world problems and reflecting on their experience. Research shows that PBL improves student knowledge and retention, motivation, problem-solving skills, and the ability to skillfully apply knowledge in new situations. One of the challenges with PBL, however, is that real-world problems are typically open-ended with more than one possible solution, which poses a challenge to educators with regard to assessing student performance. In this paper, we describe an approach to assessing student performance in PBL developed by the Photon PBL Project, a three-year National Science Foundation Advanced Technological Education (NSF-ATE) project in which eight interdisciplinary multimedia PBL “Challenges” were created in collaboration with photonics industry and university partners for use in high school and college math, science and technology courses. Assessment included measures of content knowledge, conceptual knowledge, problem-solving skills, motivation, self-efficacy, and metacognitive ability. Results from pilot testing at four community college photonics technology programs are presented.

PHOTON2 is a three-year NSF-ATE Teacher/Faculty Professional Development Project aimed at preparing high school teachers and community college faculty nationwide to offer photonics education at their institutions. The PHOTON2 team, consisting of photonics educators and adult learning experts, has created a pedagogical framework that integrates photonics content, curriculum development, and learner self-regulatory development into an active and collaborative web-based learning environment. The project builds upon a prior NSF-ATE project (Project PHOTON), whereby local teams or 'alliances' consisting of middle school and high school teachers, community college faculty, career and guidance counselors, and industry representatives from throughout New England worked collaboratively to develop photonics curricula, laboratory experiences, educational pathways, and career awareness in photonics at their own institutions. In Spring 2004, regional teams of HS teachers, community college faculty, career & guidance counselors from across the US will participate in a series of two-day introductory workshops in preparation for a one-semester web-based course (Introduction to Photonics - 4 credits) scheduled to begin in Fall 2004. Each participant will receive a $4000 custom designed optics lab kit including textbook and lab manual, a set of customized CD-ROM lab demonstration videos, assistance in securing a summer externship with a local photonics company, ongoing technical support over a three-year period, and the opportunity to collaborate with nationwide network of photonics educators and industry mentors. Up to twelve regional alliances from states including California, Pennsylvania, Texas, South Carolina, New Jersey, and others will participate in the project.

Problem-based learning (PBL) is an instructional approach whereby students learn course content by collaboratively solving complex real-world problems and reflecting on their experience. Research shows that PBL improves student knowledge and retention, motivation, problem-solving skills, and the ability to skillfully apply knowledge in new situations. One of the challenges with PBL, however, is that real-world problems are typically open-ended with more than one possible solution, which poses a challenge to educators with regard to assessing student performance. In this paper, we describe an approach to assessing student performance in PBL developed by the Photon PBL Project, a three-year National Science Foundation Advanced Technological Education (NSF-ATE) project in which eight interdisciplinary multimedia PBL “Challenges” were created in collaboration with photonics industry and university partners for use in high school and college math, science and technology courses. Assessment included measures of content knowledge, conceptual knowledge, problem-solving skills, motivation, self-efficacy, and metacognitive ability. Results from pilot testing at four community college photonics technology programs are presented.

Problem-based learning (PBL) is an instructional approach in which students learn by actively and collaboratively solving authentic problems encountered in real-world situations. Research demonstrates that PBL improves students' learning and retention, motivation, critical thinking and problem-solving skills, and their ability to skillfully apply knowledge in new and novel situations - skills deemed critical for lifelong learning. In this paper, we present the Photon PBL project, a three-year National Science Foundation Advanced Technological Education (NSF-ATE) project aimed at developing, in partnership with photonics industry and university partners, a comprehensive series of multimedia PBL instructional materials and training for photonics technology educators from across the US and abroad. Results from first-year pilot testing of multimedia PBL instructional materials, problem development and implementation strategies are detailed.

Problem-based learning (PBL) is an educational approach whereby students learn course content by actively and collaboratively solving real-world problems presented in a context similar to that in which the learning is to be applied. Research shows that PBL improves student learning and retention, critical thinking and problem-solving skills, and the ability to skillfully apply knowledge to new situations – skills deemed critical to lifelong learning. Used extensively in medical education since the 1970’s, and widely adopted in other fields including business, law, and education, PBL is emerging as an alternative to traditional lecture-based courses in engineering and technology education. In today’s ever-changing global economy where photonics technicians are required to work productively in teams to solve complex problems across disciplines as well as cultures, PBL represents an exciting alternative to traditional lecture-based photonics education. In this paper we present the PHOTON PBL project, a National Science Foundation Advanced Technology Education (NSF-ATE) project aimed at creating, in partnership with the photonics industry and university research labs from across the US, a comprehensive series of multimedia-based PBL instructional resource materials and offering faculty professional development in the use of PBL in photonics technology education. Quantitative and qualitative research will be conducted on the effectiveness of PBL in photonics technician education.

As the applications of photonics technology continue to expand into an ever-growing number of advanced manufacturing applications including laser materials processing, additive manufacturing, 3D sensing, medical devices, photonic integrated circuits and consumer products, science, technology, engineering and math (STEM) programs often struggle to prepare graduates with the critical thinking and problem solving skills needed to keep pace with this rapidly changing technology. In this paper, we describe how Springfield Technical Community College (STCC), in partnership with the Massachusetts Institute of Technology (MIT) AIM Photonics Academy, the New England Board of Higher Education (NEBHE), and the National Science Foundation Advanced Technological Education (NSF-ATE) Regional Center for Next Generation Manufacturing (RCNGM) are addressing this struggle through a three-year NSF-ATE project entitled “Problem-based Learning in Advanced Photonics Manufacturing (APM-PBL).” In this project, we are creating eight multimedia problem-based learning (PBL) “Challenges” focused on authentic real-world problems in advanced photonics manufacturing in collaboration with photonics industry and research university partners. Training in the use of these Challenges and ongoing support will be provided for 24 high school and college STEM educators from throughout New England. These PBL Challenges will be made available online at no cost to high school and college STEM educators and will add to a growing online library of 20+ PBL Challenges created in three previous NSF-ATE grants awarded to NEBHE.

Problem-based learning (PBL) is an educational approach whereby students learn course content by actively and collaboratively solving real-world problems presented in a context similar to that in which the learning is to be applied. Project PHOTON PBL, in collaboration with photonics industry and research university partners, created eight interdisciplinary multi-media Challenges to be used in high school and community college math, science and technology courses. Each Challenge was recorded on location and features the scientists, engineers and technicians who originally solved the problem engaged in authentic problem solving. In this paper we describe the evolution of the development of the Challenges and we provide instructions on creating a Challenge and using it in the classroom to enhance student learning.

Problem-based learning (PBL) is an educational approach whereby students learn course content by actively and collaboratively solving real-world problems presented in a context similar to that in which the learning is to be applied. Research shows that PBL improves student learning and retention, critical thinking and problem-solving skills, and the ability to skillfully apply knowledge to new situations – skills deemed critical to lifelong learning. Used extensively in medical education since the 1970’s, and widely adopted in other fields including business, law, and education, PBL is emerging as an alternative to traditional lecture-based courses in engineering and technology education. In today’s ever-changing global economy where photonics technicians are required to work productively in teams to solve complex problems across disciplines as well as cultures, PBL represents an exciting alternative to traditional lecture-based photonics education. In this paper we present the PHOTON PBL project, a National Science Foundation Advanced Technology Education (NSF-ATE) project aimed at creating, in partnership with the photonics industry and university research labs from across the US, a comprehensive series of multimedia-based PBL instructional resource materials and offering faculty professional development in the use of PBL in photonics technology education. Quantitative and qualitative research will be conducted on the effectiveness of PBL in photonics technician education.

Problem-based learning (PBL) is an educational approach whereby students learn course content by actively and collaboratively solving real-world problems presented in a context similar to that in which the learning is to be applied. Project PHOTON PBL, in collaboration with photonics industry and research university partners, created eight interdisciplinary multi-media Challenges to be used in high school and community college math, science and technology courses. Each Challenge was recorded on location and features the scientists, engineers and technicians who originally solved the problem engaged in authentic problem solving. In this paper we describe the evolution of the development of the Challenges and we provide instructions on creating a Challenge and using it in the classroom to enhance student learning.

Abstract Creating Real-World Problem-Based Learning Challenges in Sustainable Technologies to Increase the STEM PipelineAs a new generation of American students move through the educational pipeline, they are beingchallenged as never before with important issues such as global climate change, sustainability,and all things “green.” The U.S. Environmental Protection Agency defines sustainability as“meeting the needs of the present without compromising the ability of future generations to meettheir own needs.” The implications of sustainability are far-reaching and pervasive. They affectall aspects of life including how we generate energy, provide clean drinking water and growfood, manufacture goods and provide services, heat and cool our homes, and get to work andschool each day.With all of the attention given by policy makers and the media about the importance ofsustainable technologies, student enrollment in science, technology, engineering and math(STEM) fields in the U.S. continues to lag behind other industrialized nations. If the U.S. is tomaintain its global economic and technological competitiveness, the educational system mustproduce more graduates interested and prepared to enter STEM related careers. To this end,educators must provide students with learning experiences that engage and motivate them bytapping into their natural creativity, imagination, and desire to solve the big problems of theworld such as environmental sustainability, while at the same time develop the problem-solvingand critical thinking skills needed for lifelong learning.One instructional method capable of providing this type of learning experience is problem-basedlearning (PBL). PBL is an instructional approach that challenges students to “learn how to learn”through collaborative real-world problem solving. Research shows that compared withtraditional lecture-based instruction, PBL improves student motivation, critical thinking andproblem-solving skills, learning retention and the ability to adapt learning to new and novelsituations—critical skills for the 21st century workplace.In this paper, we report on the progress of the Problem-Based Learning for SustainableTechnologies: Increasing the STEM Pipeline (STEM PBL) project of the New England Board ofHigher Education. This three-year National Science Foundation Advanced TechnologicalEducation (NSF-ATE) project is aimed at increasing student interest and preparedness inpursuing STEM-related careers, and providing STEM educators across the U.S. with the trainingand resources needed to introduce PBL in their classrooms. Working closely with industry,government, and university collaborators breaking new ground in sustainable technologies, theSTEM PBL project team has created a comprehensive series of online multimedia PBLinstructional materials referred to as “STEM PBL Challenges.” The STEM PBL Challenges aredesigned to engage secondary and post-secondary students in authentic real-world problem-solving focused on contemporary issues of sustainability including solar and wind energy, cleanwater, sustainable agriculture, and consumer product hazards. A detailed discussion of theproblems, the collaborating partners, the STEM PBL Challenge development process, and thepre- and in-service teacher training program is presented.

After 4 years of operation the NERComP network is now a self-supporting success. Some of the reasons for its success are that (i) the network started small and built up utilization; (ii) the members, through monthly trustee meetings, practiced "participatory management" from the outset; (iii) unlike some networks, NERComP appealed to individual academic and research users who were terminal-oriented and who controlled their own budgets; (iv) the compactness of the New England region made it an ideal laboratory for testing networking concepts; and (v) a dedicated staff was willing to work hard in the face of considerable uncertainty. While the major problems were "political, organizational and economic" (1) we have found that they can be solved if the network meets real needs. We have also found that it is difficult to proceed beyond a certain point without investing responsibility and authority in the networking organization. Conversely, there is a need to distribute some responsibilities such as marketing and user services back to the member institutions. By adopting a modest starting point and achieving limited goals the necessary trust and working relationships between institutions can be built. In our case the necessary planning has been facilitated by recognizing three distinct network functions: governance, user services, and technical operations. Separating out the three essential networing tasks and dealing with each individually through advisory committees, each with its own staff coordinator, has overcome a distracting tendency to address all issues at once. It has also provided an element of feedback between the end user and the supplier not usually present in networking activity. The success of NERComP demonstrates that a distributive-type network can work. Our experiences in New England-which, because of its numerous colleges and universities free from domination by any single institution, is a microcosm for academic computing in the United States-indicate that such networks are best structured in a hierarchical form. This suggests that national networking should be based in part on the more than 30 existing state and regional networks (15). With the groundwork now laid, we expect to see links among existing regional networks to complement development efforts now occurring at the national level. With Greenberger and others, we believe that one or more networking organizations devoted to the management issues discussed in this article will be required to facilitate resource sharing on a national scale. Because of their experience with these problems and their ability to provide service in many areas of the country through existing facilities, regional networks have a major role to play.

Since 1995, the New England Board of Education (NEBHE) has been providing curriculum and professional development as well as laboratory improvement in optics/photonics to middle school and high school teachers and college faculty across the United States. With funding from the National Science Foundation's Advanced Technology Education program, NEBHE's optics/photonics education projects have created a national network of educational and industry alliances resulting in opportunities in optics and photonics for students at participating schools and colleges. The cornerstone of NEBHE projects is collaboration among educational levels, career counselors and teachers/faculty, and industry and academia. In such a rich atmosphere of cooperation, participants have been encouraged to create their own regional projects and activities involving students from middle school through four-year universities. In this paper we will describe the evolution of teacher/faculty professional development from a traditional week-long summer workshop to a collaborative distance learning laboratory course based on adult learning principles and supported by a national network of industry mentors.

Technological Education (NSF-ATE) project of the New England Board of Higher Education (NEBHE) aimed at increasing the

(1999). Competition or Collaboration: Survival Strategies for Continuing Higher Education. The Journal of Continuing Higher Education: Vol. 47, No. 2, pp. 2-14.

Project PHOTON has developed a set of instructional materials suitable for a onesemester laboratory based introduction to photonics course. The textbook, laboratory experiment kit and laboratory manual have been thoroughly field tested by participating high schools and two year colleges. All materials have been aligned to national Math, Science, Technology and Language Arts standards.

The New England Board of Higher Education (NEBHE) promotes greater educational opportunities and services for the residents of New England through a variety of programs and state services. Much has changed since NEBHE’s founding: New technologies have transformed our workplaces, schools, and homes—and postsecondary education has become a required path to economic prosperity, social mobility, and civic engagement. Despite these dire demographic trends, each state’s projected workforce will require an equal or higher share of workers with some postsecondary education than the rest of the country by 2020 due partly to the technological nature of the region’s economy. Community colleges and their role in granting certificates and associate degrees are critical in states’ abilities to meet these future workforce projections. Now is a critical time for researchers, policymakers and practitioners to share information and insight—our communities and economies would be better for it.

In this paper, we present preliminary results from project PHOTON2, a National Science Foundation Advanced Technology Education (ATE) project aimed at increasing the number of high school teachers and college faculty across the US prepared to teach photonics technology at their own institutions. During the Fall 2004 and Spring 2005 semesters, two cohorts (51 high school teachers and college faculty) from 12 states across the US including Hawaii participated in a web-based Introduction to Optics & Photonics course. Qualitative and quantitative research was conducted to examine the relationship between learner interaction, self-regulation, and learning outcomes in a web-based learning environment. Research results and recommendations are presented.