1SERC at Carleton College, 2Endicott College Models of program – scale change: Common elements in the implementation of the InTeGrate design philosophy and teaching materials Cailin Huyck Orr1, Cathryn A. Manduca1, John McDaris1, Carol Baldassari2 1SERC at Carleton College, 2Endicott College

Context of the program Community Effort Curricular material Engaged pedagogy Assessment Interdisciplinary Enticing societal issues topics. Use these to make change at a scale bigger than a course

Program Design: Laying the Foundation for Tomorrow’s Workforce

Building a portfolio of models Modeling programmatic changes Building a set of diverse approaches, grown organically from a variety of institution types Multiple models that are tailored to institutional culture There is no one size fits all. There are common elements

Program goals Interdisciplinary programs, majors or certificate programs with a strong geoscience component designed to prepare students for careers addressing challenges of sustainability; 5 Programs that engage students with issues of sustainability and their scientific underpinnings and provide a continuous pathway from high school to a STEM degree; Programs that increase the enrollment and graduation of students from groups underrepresented in the geosciences; 10 Programs that broaden access to science by introducing geoscience across the liberal arts curriculum; 2 Inter-institutional programs that bring geoscience into courses at institutions without geoscience faculty including minority-serving institutions and 2YCs; 7 Programs that strengthen the role of geoscience in the preparation and professional development of K-12 teachers, including but not limited to Earth science teachers; 3 Programs that introduce or strengthen the role of geoscience in the preparation of STEM majors outside of the geosciences; 10 Programs that facilitate the transition from college or university to the workforce; 4

Scale of impact Gustavus Adolphus Univ. South Dakota Washington State Univ. N. Colorado Shippensberg Mercer Stanford Savannah CSU - Chico Claflin UI - Chicago GVSU MTSU Wittenberg UTEP Penn State* Program Institution Several institutions Entire State *Global campus

Common Elements Alignment between the goals of InTeGrate with a shared vision at the home institution(s) is key in fostering success. Context-specific faculty development activities best support material adoption. Change requires work at the department, program and program or institutional level. Materials alone not a sufficient vehicle for change Change model of a shared vision : PD support for aligning vision, context specific PD, and program or bigger level.

Three Examples: Partnership between a Geo-rich institution and local MSI’s and 2YC’s. 4 partnerships. http://serc.carleton.edu/92548 Statewide teacher preparation for NGSS. Common vision. 12 programs. http://serc.carleton.edu/126617 Stanford – Tenea Nelson and Angelia Sanderson-Bellamy USD – Mark Sweeny and Meghan Jarchow Wittenberg – Sarah Fortner Community of practice. Expanding model. Linking classroom activities to service learning. 17 courses. http://serc.carleton.edu/91209

InTeGrate Involvement Support One-on-one support for operating at the program level Assessment consulting Frequent feedback Community All team meetings Peer-peer support Interaction through professional development

Ter http://serc.carleton.edu/91212

Leaders at EER 2016 Rachel Teasdale – CSU Chico Mark Sweeney – U. South Dakota Stefany Sit – U. Illinois Chicago Cindy Shellito – U. Northern Colorado Sarah Fortner – Wittenberg Anne Egger – Washington State Consortium Julie Bartley – Gustavus Adolphus Tim Bralower – Penn State

http://serc.carleton.edu/91212