GO VOTE - Physics

11/8/17

1

Phys/Educ 5460/4460 - we know what to do in the classroom..

What next?Day 21: Sustaining and Scaling Educational Transformations:

Challenges and opportunities Models – (and SCHOLARSHIP)

Learning Goals:

id a variety of models of educational change link curricular transformation to models of change apply models of change for various levels

PER@ CU-Boulder

GOVOTE

11/8/17

2

WelcomeMel

Theinterviewscheduleisnowopen.Tobeconsideredfor2018,pleasefillthisapplicaEonoutTODAY!TeacherApplica,on2018Allposi,onsareopenun,lfilled.IfyouhavefurtherquesEonspleasedon’thesitatetocontactBrianJernigan,[email protected]

CUScienceDiscoveryWantsYou!

11/8/17

3

Admin

•  VOTEFORWHAT’SNEXT•  Note:breakintwoweeks!!!•  Whaaaahoooooo•  Nextdra]ofprojectduefollowing.

•  ReallygreatEmetocatchupàNOW!

•  Idon'tknowwhatmystandingisintheclass…

We’veStudiedCurricularTools

•  PeerInstrucEon•  Tutorials•  JITT/ILDs•  PET/PBI•  PhET•  Andwewilllookatmore…

– RankingTasks/TIPPERS– Workshop/StudioPhysics

Areyoudone?WhatelsedoyouneedtoeffecEvelyeducate?

11/8/17

4

Necessarybutinsufficient:CoursetransformaEonusing

BackwardsDesign

Consensuslearning

ConceptualAssessments

StudentReasoning

PracEces…

Evidence-basedInstrucEon

PeerinstrucEonLectureacEviEesRecitaEonacEviEesLabsHomework

SEI,C.Wiemanetal,www.colorado.edu/sei

Sustainability

0"

1"

2"

3"

4"

5"

6"

7"

8"

9"

1" 2" 3" 4" 5" 6"

Numbe

r'of'cou

rse'elem

ents'used'

Semester'number'

a)'Course'1'

0"

1"

2"

3"

4"

5"

6"

7"

8"

9"

1" 2" 3" 4" 5" 6" 7" 8"

Numbe

r'of'cou

rse'elem

ents'used'

Semester'number'

b)'Course'2'

0"

1"

2"

3"

4"

5"

6"

7"

8"

9"

10"

1" 2" 3" 4" 5" 6" 7" 8" 9" 10"

Numbe

r'of'cou

rse'elem

ents'used'

Semester'number'

c)'Course'3'

0"

1"

2"

3"

4"

5"

6"

7"

8"

9"

1" 2" 3" 4" 5"

Numbe

r'of'cou

rse'elem

ents'used'

Semester'number'

d)'Course'4'

ChasteenPhysRev2016

11/8/17

5

FacultyUse/Engagement

Weknowchangeneedsmodeling

0

5

10

15

20

25

No Maybe Yes

Num

ber o

f Pro

posa

ls

Evidence Found to Indicate Propagation (N=31)

“Wefoundnoevidenceofsuccessfulpropaga;onformostprojects”

Stanford,C.;Cole,R.S.;Froyd,J.;Friedrichsen,D.;Khatri,R.;Henderson,C.(submined)“DesigningforsustainedadopEon:AnanalysisofpropagaEonplansinNSF-fundededucaEondevelopmentprojects?

FromacohortofNSFawardsdesignedfortransforma;on

11/8/17

6

InpracEce,whataretheleading(mostused)modelsof

educaEonalchange?

Weknowwhatworks

•  Whyisn’titwidespread?•  Whatisthemostcommontheoryofchange?•  Whatisgoodaboutit?Badaboutit?

11/8/17

7

TheBigQuesEon

Howtoencouragethespreadofresearch-basedideastoallinstructors/classrooms?

Areviewofreviews

Field Article Number of References

[SER] Seymour (2001) 77

[FDR] Emerson & Mosteller (2000)

34

[HER] Kezar (2001) 280

No overlap in references! à No communication between groups

11/8/17

8

FourCategoriesofChangeStrategiesdevelopedfromaninterdisciplinaryliterature

reviewFor more details: Henderson, C., Beach, A., Finkelstein, N., & Larson, R. S., (2008, June). Preliminary Categorization of Literature on Promoting Change in Undergraduate STEM. Paper presented at the Facilitating Change in Undergraduate STEM symposium, Augusta, MI. <http://www.wmich.edu/science/facilitating-change/PreliminaryCategorization.pdf>

CategorizedalongtwoImportantDimensions• 1.Whatdoesthechangeeffortintendtodirectlyimpact?

Individuals Environments and Structures

personal characteristics of single individuals, such as beliefs, knowledge, behaviors, etc.

impact characteristics of the system such as rules, physical characteristics of the environment, norms, etc.

11/8/17

9

2. To what extent is the outcome prescribed in advance?

Prescribed Final State Emergent Final State final state is known at the beginning of process

final state is developed

CategorizedalongtwoImportantDimensions

EachStrategyhasaUniqueEmphasis

Prescribed Final Condition

Emergent Final Condition

Individuals

Environment/Structures

DEVELOPING Policy

DEVELOPINGCurriculum & Pedagogy

DEVELOPING Shared Vision

DEVELOPINGReflective Teachers

11/8/17

10

DisciplineofAuthorsAlignasExpected

N=39 N=40

N=18 N=6



Individuals


Policy

Curriculum & Pedagogy

Shared Vision

Reflective Teachers

Eachchangestrategyseesareasofinfluenceofotherstrategiesasoutsideof

theircontrol

Most faculty do not have the skills

to develop effective curricula.

Few rewards for curricular innovation and

institutional infrastructure does not

support innovative teaching.

Departmental colleagues teach very traditionally

and are skeptical of innovation.



Individuals


11/8/17

11

Policy


Shared Vision

Reflective Teachers


theircontrol

Universal remedies for good teaching are not effective – teaching is context

dependent and

Faculty are not typically rewarded for

instructional innovations

Faculty desire more discussions and

collaboration related to their teaching



Individuals


Policy


Shared Vision

Reflective Teachers


theircontrol

Faculty do not believe that assessing and reflecting on their teaching would be

productive.

Most faculty have no formal training in

teaching and learning.

Norms of faculty autonomy make

faculty reluctant to critique the

teaching of their colleagues.



Individuals


11/8/17

12

Policy


Shared Vision

Reflective Teachers


theircontrol



Individuals


WHEREWOULDYOUWORK?Andwhy?

PlaceEachEffortinthe4-square

a)  CreaEngadept’lteachingevaluaEonsystemthatincludesmeasuresoflearningonFCI,BEMA,etc.

b)  AnendingNewFacultyWorkshopsinPhysicswhereyoulearnaboutinteracEveengagement

c)  CreateaDept’lCommineetoincreaserecruitment,representaEon,andretenEoninphysics

d)  ImplemenEngPeerInstrucEoninyourclassroom.1)Whatisdominantsquare?2)Whatarekeyoverlappingsquares?

11/8/17

13

“Prac;cally/realis;callywhoarethesechangeagents?”

•  Yeah,Ithinkpartoftheproblemcomeswhenyouleaveituptotheindividualteachertoessen;allychangethephysicscurriculum...

•  This[studentresistance]feelscontradictorytowhylecturersexist.ItgivesthestudentspowerIcouldn'tfathomhavingasastudent.

Drawing from Change Literature

KeyFindings:•  Focusonthedepartment•  BalanceprescripEveandemergent•  HolisEc/EcosystemApproach•  NeedforMaintenance

11/8/17

14

AAU STEM Education Init. Goal “ToinfluencethecultureofSTEMdepartmentsatAAUuniversiEessothattheywillusesustainable,student-centered,evidence-based,acEvelearningpedagogyintheirclasses,parEcularlyatthefirst-yearandsophomorelevels.”

—AssociaEonofAmericanUniversiEes

culturesustainable

Culture

Historicallyevolvingcollec,veuseoftools,normsprac,cesThatwhichfillsinbetweenourknowledge/understandingandourneedtoact.

11/8/17

15

Policy


Shared Vision

Reflective Teachers

RevisiEngColorado’sApproach

Create an Institute with Faculty &

Admin who shape educational

practices



Individuals


Faculty determine how to use LAs and what innovations to

implement

Advocating for innovations (e.g. Tutorials or LA

program)

Fund LAs/ Fac. Measures of student learning

Restructure teacher cert. prog.

Prescribed Final

Condition Emergent Final

Condition

Individuals


DEVELOPING Policy

DEVELOPING Curriculum &

Pedagogy

DEVELOPING Shared Vision

DEVELOPING Reflective Teachers

Program Activities – Theoretical Foundations

11/8/17

16

Wearethechangeagents...

Two Approaches to Change

ADMINISTRATION

DEPARTMENT

INDIVIDUALS

OUTSIDE-IN APPROACH

Enacting Policy

Developing Reflective Teachers

Disseminating Curriculum and

Pedagogy

MIDDLE-OUT APPROACH

Developing Shared Vision

Developing Reflective Teachers

TowardsaModelofSystemicChangeinUniversitySTEMEduca;onDanielL.Reinholz,JoelC.Corbo,MelissaH.Dancy,NoahFinkelstein,StanleyDeetzTransformingInsEtuEons:21stCenturyUndergraduateSTEMEducaEon(2015)

11/8/17

17

Departmental Action Teams § Draw from FLCs, Communities of Practice

§  Dept’l Focus & collective outcomes

§ Enculturation, learning, sustaining

faculty

DAT Outcomes (Potions) § increasing equity and diversity within department (e.g., gender, race)

§ Analyzed institutional data on lack of representation in department

§ Creation of a new committee/ task-force

faculty

Documents

GO VOTE - Physics