Dave Polcyn, Professor of Biology Kirsty Fleming, Dean of Natural Sciences Creating a Culture of Evidence-Based Teaching through Faculty Professional Development

Theory of Change (Kezar and Elrod) Establish Vision Examine Landscape and Conduct a Capacity Analysis Identify and Analyze Challenges and Opportunities Choose Strategies/Interventions, Leverage Opportunities Determine Readiness for Action Begin Implementation Measure Results Disseminate Results and Plan Next Steps

Establish Vision Create a culture of equity-minded, evidence-based teaching practice

Examine Landscape and Conduct a Capacity Analysis Identify and Analyze Challenges and Opportunities New Dean Faculty committed to teaching Primary mode of in-class teaching – lecturing Limited knowledge about the research on teaching and learning

Examine Landscape and Conduct a Capacity Analysis Identify and Analyze Challenges and Opportunities Limited support/structure for teaching – TRC RPT guidelines A number of faculty members experimenting with different pedagogies

Examine Landscape and Conduct a Capacity Analysis Identify and Analyze Challenges and Opportunities Excessive focus on student evaluations of teaching in RPT process Non-tenured faculty discouraged from incorporating novel teaching approaches Scant knowledge of research on EBT practices Lack of peer support in developing and implementing EBT in classrooms

Examine Landscape and Conduct a Capacity Analysis Identify and Analyze Challenges and Opportunities Genuine faculty interest in exemplary teaching and student success Existing collaborations with K-12 Collegial faculty in the sciences Peer support Chair support

Examine Landscape and Conduct a Capacity Analysis Identify and Analyze Challenges and Opportunities What pedagogies are used in your department? How is teaching evaluated? How is teaching factored into hiring, reappointment, tenure and promotion decisions? What support is provided to faculty members for curriculum development and enhancing pedagogies? What changes, if any would you like to see in the teaching in your department?

Choose Strategies/Interventions, Leverage Opportunities Communities of Practice Faculty Learning Communities

Community of Practice Groups of people who share a concern, set of problems, or a passion about a topic, who deepen their knowledge and expertise in this area by interacting on an ongoing basis Viewed by members of the community, as relevant, valuable, and “alive” enough to continually attract new members while continuing to engage more experienced members in deeper ways

Community of Practice Brown Bag lunches Book Club Faculty showcase Informal lunches “Speed-dating” Guest speakers Faculty Learning Communities

Faculty Learning Communities Structured Intensive Focused on completing deliverables Focused on the social aspects of building community Focused on the scholarship of teaching and learning Focused on the team aspect while developing individual projects. Enable cultural shifts

Determine Readiness for Action Begin Implementation NSF WIDER grant to CNS Objectives: Increase the knowledge and understanding of evidence-based teaching practices Collect baseline data on the extent to which faculty understand and are using evidence-based teaching (EBT) methods Develop strategic plan for increasing the understanding and use of EBT in CNS Pilot at least one EBT in at least one section/course in each of the three course sequences (Biology, Chemistry, Physics)

Determine Readiness for Action Begin Implementation WIDER Faculty Learning Community Two years long Three day meeting each summer Monthly meetings during the academic year Facilitated by experts Facilitators modeled EBTs Participants from biology, chemistry and physics

Determine Readiness for Action Begin Implementation Year 1: Explore EBTs appropriate for CSUSB and departments Year 1: Discuss research on teaching and learning and share findings Year 2: Implement and evaluate EBT pilots in courses Build communities, break down “silos”, and create grassroot networks necessary to sustain systematic change within the departments and CNS

How would you measure the effectiveness of multiple interventions? Measure Results How would you measure the extent to which a specific intervention is effective? How would you measure the effectiveness of multiple interventions?

Disseminate Results and Plan Next Steps FLC created a strategic plan Disseminated results on campus and at professional conferences Seek additional funding Identify synergies on-campus (Q2S)

Disseminate Results and Plan Next Steps FLCs: new faculty, hybrid online, facilitator, department chairs Planned: greater inclusion of part-time faculty members, collaborations with community colleges.

Disseminate Results and Plan Next Steps All FLCs cover diversity, equity and inclusivity Faculty now propose topics Changes in hiring practices

What actions might you take as a result of the information shared today?

References Elrod, S., & Kezar, A. (2016). Increasing student success in STEM: A guide to systemic institutional change, Washington D.C., AAC&U. Wenger, E. (2000). Communities of Practice: Learning, Meaning, and Identity. Cambridge, Cambridge University Press. Wenger, E., McDermott, R., and Snyder, W. (2002). Cultivating communities of Practice: A Guide to Managing knowledge. Boston, Harvard Business School Press.

Questions?