Creating a Sustainable Professional Network of K-16 Science Faculty
In working on the project, its directors sensed that meaningful connections were being made among participants and a network was being formed that did not exist before the project's inception. It was suspected that this network is extensive, and that those participating felt they were benefiting from the collaborative relationships they'd made. It was also unclear whether a few key project leaders were holding the network together, or if the connections being made would disappear should these leaders leave their leadership roles for some reason (such as the end of the grant). This study seeks to examine these claims, leaving aside for the moment the possible effects of this network on actual teaching practice or student learning.
The specific questions for study are:
What is the overall level of collaboration among VIP K-16 participants? How has it changed since the beginning of the grant?
Who are the key connectors in VIP K-16 network? Is their presence in the network necessary for connecting the non-key members?
Do participants perceive benefits to themselves and their students as a result of collaboration? Under what conditions do they feel these partnerships are sustainable?
