Strengthening the Culture of Faculty Learning on Campus Cathy Manduca, Director Science Education Resource Center (SERC), Carleton College Aspen Forum on the Fuiture of Higher Educaiton, June 13, 2019

A Culture of Faculty Learning Discuss parallels between research and teaching Features PhD prepares for life long learning Professional experience supports learning, experimentation, integration and reflection throughout your career Output – ongoing research productivity and improvement in knowledge How might we extend this culture from research to teaching?

Faculty Learning for Research PhD prepares for life long learning Institutional supports for learning, experimentation, integration and reflection Self directed continuous learning and application increases knowledge in field How does institution support? Culture that values and respects Facilities and other institutional infrastructure (grants management in business office) Time and resource allocation Tenure and promotion What would a similar culture look like for teaching?

Why bother? Learning about teaching and learning leads to better teaching and learning Manduca et al., 2017. Improving undergraduate STEM education: The efficacy of discipline-based professional development. Science Advances

What supports this learning? Picture of classroom Picture of talking in the hall Picture of journal cover ITT, JGE, JRST Picture of formal opportunities advertising from campus Picture of NAGT opportunities advertising Picture of portfolio review Make two pathways point here – learn from own experience, learn from talking to others

Increasing Teaching Capacity Through Time Results from Tracer - self centered Cummulative with both short and long term application Spead of effect across courses Spread of effect across campus

Making It Easy to Use What You Learn: Content Alignment Viskupic results Sladle study Viskupic, K., Ryker, K., Teasdale, R., Manduca, C., Iverson, E., Farthing, R., Bruckner, M., McFadden, R., 2019. Classroom Observations Indicate the Positive Impacts of Discipline-Based Professional Development, ournal for STEM Education Research

Making It Easy to Use What You Learn: Reducing Barriers, Increasing Motivation Effiiciency and Time Fear and Reward Spaces, Schedules and Supplies Comfort and Identity Schadel et al, 2017, Faculty drivers and barriers: laying the groundwork for undergraduate STEM education reform in academic departments , International Journal of STEM Education Henderson, C., Beach, A., & Finkelstein, N. (2011). Facilitating change in undergraduate STEM instructional practices: an analytic review of the literature. Journal of Research in Science Teaching Efficiency and time – up front investment, competition with other things Fear – job security/student evaluations, will it work (students prepared, confidence in methods, in implementation),, coverage Spaces, Schedules and Supplies – technology, timeblocks, configuration of room, implementation costs (borne by students) Comfort and Identity – self efficacy

Faculty Learning for Teaching Threshold event prepares for student centered teaching and learning Campus and discipline supports ongoing learning, experimentation, and testing Continuous improvement of teaching and learning An idealized model What follows are several ways of thinking about what might work as foundation for discussion.

How to strengthen culture of faculty learning and teaching? Provide for rich learning experiences Support integration of learning across experiences Create opportunities for learning to spread across campus Consider the interplay with national programs in the disciplines Condon, W., Iverson, E.R., Manduca, C.A., Rutz, C., and Willet, G., 2016. Faculty development and student learning: Assessing the connections, Indiana University Press

How to strengthen culture of faculty learning and teaching? Add labels Individual loop Recipcrocal benefits loop Affective loop Co-constructed products loop Kastens & Manduca, 2017. Leveraging the Power of a Community of Practice to Improve Teaching and Learning about the Earth, Change: The Magazine of Higher Learning

How to strengthen culture of faculty learning and teaching? Interaction effects On ramps Cutting Edge and BSGD website reference

How to strengthen culture of faculty learning and teaching? Call out use of data in scaffolding change Association of American Universities. (2017). Undergraduate STEM Education Initiative.

Strengthening the Culture of Faculty Learning about Teaching on Campus What can one do on campus? How can campus initiatives interplay with national initiatives within disciplines? What is the role of programs and departments?

Extra Slides

Visable Aspects of a Productive Culture Concern about developing teaching skills Concern about how students learn and how to help them learn better Concern about what students learn Sense of community based upon a shared mission of quality teaching Status based in part on being a good teacher Interest in, and respect for, the scholarship of teaching and learning Patience with experimentation and change Pathways from experimentation, to synthesis and discussion, to action

Features of a Productive Culture Faculty display a willingness to experiment with teaching, an openness to change The institution provides a menu of opportunities for changes in teaching practices The support structure for improving teaching goes beyond formal faculty development to embrace routine actions and venues Working on teaching is clearly ana cceptable thing to do on a campus The institution can use a variety of measures to promote a conversation about teaching Faculty exchange of ideas is an important part of the context, so that individuals making changes realize that they are not alone and changes spread among colleagues

How do faculty learn about teaching? Faculty Teaching Expertise Disciplinary Professional Development Institutional Professional Development Teaching Experiences Collegial Interactions Reading and Presentations Professional Experience Delete? Or a quote from the book Results from Tracer - self centered Cummulative with both short and long term application Spead of effect across courses Spread of effect across campus