Welcome to the Faculty as Change Agents Workshop June 2016

Faculty as Change Agents: Transforming Geoscience Education in Two-year Colleges Build a national network of local communities of 2YC geoscience faculty who catalyze change at multiple levels Implement evidence-based strategies to improve academic success of all students facilitate professional pathways of students into the geoscience workforce broaden participation in the geosciences Investigate models of professional development for full-time and adjunct 2YC geoscience faculty

June 2016 Workshop Goals For Change Agents For Administrators Continue to build the project community Learn more about aspects of the three major strands of the project: Supporting the academic success of all students, focusing on metacognition Broadening participation within the geosciences, specifically addressing implicit bias Facilitating professional pathways of students within the geosciences Generate individual and team action plans for Enhancing your teaching; Strengthening your geoscience program; and Developing your plans for the regional workshop you will lead in the fall Learn more about the geoscience program(s) at their institution Learn about the SAGE 2YC project goals, the work of the Change Agents, and how these are related to work at their institution Support the faculty Change Agents in generating action plans for the geoscience program at their institution

Faculty as Change Agents: Transforming Geoscience Education in Two-year Colleges Elrod and Kezar (2015) Increasing Student Success in STEM: Peer Review, Spring, v. 17, n. 2.

Pathways to Results (PTR) Office of Community College Research and Leadership, University of Illinois PTR has been implemented in 47/48 community colleges in Illinois as well as community colleges in Arkansas, Minnesota, Ohio, Kentucky, Texas, and more. It empowers organizations to use data, methods, templates, and tools to continuously improve pathways by addressing inequities in student outcomes. Enhanced outcomes for students, programs, organizations, and systems is the ultimate goal of PTR.

Kotter’s Model for Change

Developing your team action plan for your geoscience program An adaptation of PTR for SAGE 2YC Next steps: Implementation plan, champion team, geoscience faculty, and more Friday Outcomes and equity assessment: Using data to form your plan and determine your success Locating leverage points within the student experience: Mapping processes and practices related to your needs Thursday Beginning to bring geoscience program needs into focus Strengths, weaknesses, opportunities, threats: A SWOT analysis of your program Describing your geoscience program: A visualization Developing your team action plan for your geoscience program Wednesday

SAGE 2YC: Faculty as Change Agents in Context Project strands Supporting academic success of all students Facilitating professional pathways of students in geoscience Broadening participation Change Agent individual and team work Individual teaching Geoscience program Regional community National Initiatives Achieving the Dream Completion by Design Guided Pathways State Context PBF Institutional and Campus Context

SAGE 2YC: Faculty as Change Agents Role of Administrators Letter of support as part of NSF proposal Participate in the June workshop Support your geoscience Change Agent(s): their plans and their professional development Facilitate connections and resources on campus that can help with the action plan developed by the Change Agent(s) Support use of data and Institutional Research connections Champion Team