The Network for Dissemination of Curriculum Infusion (NDCI)
2003 – 2007 FIPSE Grant Evaluation Summary

The NDCI administered a Fund for the Improvement of Post-Secondary Education grant from October, 2003 through August, 2007. The grant trained College of Education (COE) faculty members to prepare future teachers to integrate pressing life issues including substance abuse, violence, bullying, social ostracism, and HIV/AIDS prevention into k-12 classes across the curriculum. Sixty-four COE faculty members were trained at pilot institutions including 32 at Northeastern Illinois University and 24 at Chicago State University. Evaluation results of the grant are consistently positive. Below are key points from the Final Report of the grant's External Evaluator, Carol Hays, Ph.D., President of The Strategic Collaboration Group, Inc.:  

Evaluation of Faculty Participants

  • Faculty Training Pre/Post Evaluation indicates substantial increases in:
  • the percentage of faculty indicating high or very high knowledge of each real life issue (increases ranging from 14.3 to 30 percent)
  • confidence that they could integrate the five real life issues into their courses (increases of 3 to 59 percent)
  • capacity to teach five evidence based prevention strategies well or very well (increases of 24 to 65 percent), and,
  • confidence they could prepare candidates to consider seven issues of diversity (increases of 13 to 47 percent)
  • Assessment of detailed Faculty Write-Ups and Revisions indicating how Real Life Issues Curriculum Infusion would be incorporated into COE courses indicates:
  • faculty members scored well in familiar areas including encouraging teachers as leaders and clarity of learning objectives and instructional strategies/activities
  • in response to detailed feedback revised faculty write-ups indicated effective incorporation of evidence based prevention strategies and diversity issues
  • overall, faculty members at the three pilot institutions in Chicago have responded with high quality, creative incorporation of Real Life Issues CI training into COE courses
  • Non-Participant Observation of 16 Courses as Real Life Issues Curriculum Infusion was taught indicates:
  • High levels of student attention and participation
  • Generally effective transfer of knowledge of the CI method to students
  • “Overall, the combined assessments of the Real Life Issues Curriculum Infusion Method indicate that College of Education faculty show enthusiasm for adopting this method with the caveat that faculty with certain teaching orientations may be less inclined to adopt and that resources, namely time and Administrative support can strongly influence individual and campus-wide adoption patterns.


Student Evaluations

    • Pre-Post Evaluations completed by 383 students who participated in courses where Real Life Issues CI was included indicate that:
      • in the post-evaluation 96.1 (year one), 96.4 (year two) and 93.1 (year 3) percent of future teachers expressed confidence that they could effectively integrate prevention content into their classes
      • in the post-evaluation across the three years of data collection 90.7 to 100 percent expressed confidence they could employ research-based prevention strategies in their classroom teaching
      • in each project year future teachers showed positive changes in their opinion that it is realistic to expect teachers to help students address real life issues and to use research to develop prevention curricula
    • Qualitative evaluation of 45 learning logs composed by students in four courses where faculty received follow up training in diversity issues indicate:
      • “The method appears to resonate with student teachers as a way of powerfully connecting with their future students.”
      • “Education students generally responded positively to learning about the CI method and talked about reinforced commitments to teaching, while recognizing an even greater role and responsibility to their students beyond the instruction of subject matter.”
      • including real life issues was seen as an important responsibility for teachers

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