1st Summit: Barriers & Solutions Resources – financial and space needs Time and support to develop and pilot new instructional approaches Space redesigned from lecture-based to interactive classes Technology infrastructure Performance-based incentives to change Investment in professional development activities Annual performance evaluations and tenure and promotion do not reward efforts to improve teaching Different incoming student backgrounds & quantitative preparation

Obstacles/barriers identified by Summit to implementing research-validated pedagogies and uses of technology

Obstacles/barriers identified by Summit to implementing research-validated pedagogies and uses of technology

Proposed Incentives Out of 354 departments

2016 Summit Progress Reports: 37 out of 92 Accomplishments: 26 Curriculum Redesign 13 pedagogy 9 2YC 4YC 6 recruit/diversity 11 add or change majors 10 add new courses 13 other Future Plans: 20 Curriculum Redesign 7 pedagogy 6 2YC 4YC 2 recruit/diversity 12 other Highly dependent on type of institution i.e. R1 – focused on curriculum; 2YC on pedagogy

Implementation Strategies 6 Matrix redesign: 4 success, 1 partial, 1 unsuccessful 12 Total Faculty involvement: 6 success, 6 partial 5 Core Group involvement, 4 success, 1 partial 5 Retreats planned, 1 completed 3 allowing enough time for process to work 12 other Highly dependent on size of faculty

Roadblocks: 6 insurmountable (faculty or admin meltdowns) 3 resistant faculty 7 lack of faculty buy in 3 lack of funding 8 upper administration constraints 8 lack of time 6 other

Common Advice Patience, patience, patience – process takes time. Take it slow and spend the time to get faculty buy-in. Be patient, but insistent that changes can improve our offerings and be beneficial to our students and to our program. In times of budget problems, these kinds of changes can be program savers. Use the concepts and skills matrix to your advantage, as an instrument that was nationally vetted by geoscience faculty and employers. Open dialogue and communication is key. SERC pages on retreat planning and Backward Curriculum Design very helpful Large faculty – use core group but get faculty buy-in first and keep updated Make sure that there is some mechanisms in place for driving and enforcing your proposed changes. Don’t downplay administration or curricular demands at faculty meetings. Leverage institutional processes Before you start, figure out how to overcome entrenched ideas regarding what constitutes a “real” BS degree in geology; NAGT traveling workshops can help Keep what to teach separate from how to teach

2016 Summit Chairs Kenneth Rubin Jeffrey Snyder Jennifer Roberts Michael Guidry Shemin Ge Wendy Calvin David Sparks