CS 22: It Takes a Village to Raise a Scientist Craig Ogilvie and Cinzia Cervato Iowa State University

Goals for this session Understand the ingredients of an emergent, faculty-driven, large-scale educational change process Crowdsource to define the key characteristics of such a change process Start to plan what this might entail at your college/university

Engage 1st and 2nd-year science students Inquiry labs rather than 'cookbook' labs at 100/200 level Large lectures, active learning, explicit focus on broader science skills 5-6 week research modules in 200/300 level labs Cross multiple depts: biology, chemistry, physics, astronomy, geology, meteorology, psychology,… HHMI–ISU Project

Large numbers of students ~8500 students/year and growing

Mechanism of Change ~ 60 Faculty in 4 Faculty Learning Communities (FLC) o Place where faculty can discuss, debate ideas o Work collaboratively on projects o Broad base of faculty involved dept. change Solutions emerge from these communities o Drawn from national exemplars, adapted to local Science Teaching Fellows/postdocs (bio, chem) o Bring time, energy, scholarship, and urgency ~30 TAs in two Graduate Student LCs

Impact on STEM retention? Encouraging, perhaps engaging students slightly increases the odds of deciding to stay as STEM major

Kick-off activity Please answer the questions in the sheets on your table Line up in groups based on letter from 1st question (type of institution) o Then order yourself based on total number of points from the last two questions

Group task #1 What organizational or group mechanisms can help faculty start broad-scale curriculum change? Each person write 2-3 ideas (or more :) One idea per post-it note Place post-it notes on table surface, randomly Group at table organize notes into similar clusters Report out the clusters

Summary of Group task #1 What organizational or group mechanisms can help faculty start broad-scale curriculum change? Mandate from admin Faculty development office to support, $, release time Faculty consensus on need for change Faculty groups/collaborations, learning communities Interdisciplinary or discipline-groups External mandates, e.g. accreditation Centers to bring people together Gather ideas from national meeting Faculty Senate Student Driven Faculty know they have green-light to implement change

Group task #2 What are ways to allocate time (or people) who can implement, test, assess reformed courses? Each person write 2-3 ideas One idea per post-it note Place post-it notes on table surface, randomly Group at table organizes notes into similar clusters

Summary of Group task #2 What are ways to allocate time (or people) who can implement, test reformed courses? Internal sabbaticals, release time Course fees to pay for change Grants Use $ to pay for adjuncts Team teaching Leverage enthusiasm of new faculty Assessment done well to build support Partner with other institutions Use student learning assistants Pay or course credit Use local experts for assessment, education, pysch Partner with centers for teaching Teaching postdocs Have educational change work count as service to P&T

Upper I Upper II Inquiry lab Research lab Large lecture Village

Wrap-up activity Reflect and write in your notes how the leading ideas from the two tasks might translate to your institution 1) What organizational or group mechanisms can help faculty start broad-scale curriculum change? 2) What are ways to allocate time (or people) who can implement, test, assess reformed courses?

Contact info Craig Ogilvie, Cinzia Cervato,