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Faculty as Agents of Change – Group 2Professional development
workshopscenters for teaching and learningPFF and GTA programs
Creating curriculainterdisciplinary courses are emergingcurricular “threads” link courses across departmentsV&C concepts and competencies used in curricular design
Inspirational pedagogies student-centered learning increases!learning communities
Value and limitations of technology widespread use of clickers, course management systems
requirement for networked projectsflipped classrooms, simulations, e-portfolios
Depth vs. breadth dilemma – solved??Integrating authentic research experiences into curricula
Issues of scale – multi-institutional, single campus, mentoredBroadening participation – promoting future faculty
continuing importance of federal programs (LSAMP, MARC, McNair)cultural changes in departments
Topical Areas and Key Findings
• How Biology is Learned and Taught is Changing: Implications for Professional Development
• Students are Learning Biology by Doing Science
Recommendations
• Foster Community Building
• Support Professional Development Tailored to Each Constituency
• Recognize, Disseminate, and Sustain Pedagogies that Align with Vision and Change
Roadmap for the Future
• Foster Community Building• Continue Using Vision and Change
Recommendations as a Blueprint• Support Professional Development Tailored to
Each Constituency• Different Solutions for Different Groups
• Recognize, Disseminate, and Sustain Pedagogies that Align with Vision and Change• Continue Funding Transformative Activities
Findings Faculty as change agents, Group #4
• Vision & Change recommendations have catalyzed significant reform efforts, but faculty/instructional staff need support to continue the initial momentum.
• Teaching reform is not incentivized or valued in the same way as research productivity at many institutions
• Professional development opportunities and classroom pedagogy resources are available, but are often still difficult for faculty to find and evaluate
Recommendations and road map
• Incentivize, motivate, and reward change• Funding agencies should require evidence of changes
in tenure/faculty reward structure tied to funding for research
• Mini/micro-grants from prestigious funding agencies for improving teaching
• Certification program to recognize departments – PULSE
• Utilize teaching rubrics to help faculty recognize need for change
Recommendations and road map
• Facilitate, incentivize professional development• Establish institutional/regional communities of practice,
especially around assessment• Develop/utilize existing rubrics for recognizing student-
centered learning• Connect faculty with Centers for Teaching and Learning• Model “good teaching”
• Curate pedagogical resources• PULSE toolkit and online workshops• CourseSource• Professional societies focus on specific content, larger group
maintain curated repository
Key Findings
Professional development is essential for change Creating a culture of change, providing
infrastructure Change the conversation: It’s not depth
vs. breadth, it is critical thinking vs. factual recall
Recommendations
1. EBIPD: Early, Better, and Iterative Professional Development
2. Build intra- and cross-institutional networks (including between 2- and 4-year colleges)
3. Incentivize Change
Roadmap
1. Creating a culture early-on via iterative, face-to-face opportunities for grads/post-docs, established faculty to get training in teaching; professional development through professional societies
2. Internship exchange program; inviting outside experts; PROF: Peer Reciprocal Observation Feedback (no-stakes); Protocol for college level teaching observations
3. Micro-grants from reputable funding sources; AAAS/PULSE stamp of approval or certification for faculty/departments; publications; recognition
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