Implementing Practices That Lead to Institutional Change: Faculty Development Kaci Thompson, University of Maryland Joe Watkins, University of Arizona.

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Presentation transcript:

Implementing Practices That Lead to Institutional Change: Faculty Development Kaci Thompson, University of Maryland Joe Watkins, University of Arizona

Institutionalizing innovations in science education requires  Support from faculty  Support from administration  Recognition through competitive grant funding and national awards  Dissemination through articles, books, workshops, and national meetings – Joint Meeting of HHMI Program Directors and HHMI Professors, 2006

Programs and practices that contribute to the success of interdisciplinary curriculum reform efforts  Examples from a sampling of different institutions  Small group discussion  Report back

University of Arizona History of Interdisciplinary Research  Graduate Interdisciplinary Programs applied mathematics, biomedical engineering, cancer biology, genetics, insect science, neuroscience, physiological sciences, statistics  Interdisciplinary Training Programs IGERT - genomics, biomath/biophysics, geology/archeology  Interdisciplinary Seminars Quantitative Biology Colloquium  Quantitative Biology Consortium  GK-12 Experiences CATTS and BioMe

University of Arizona Undergraduate Opportunities  HHMI Biomath Integral Calculus Differential Equations Statistics  Interdisciplinary UBRP Math, Computer Science, Physics, Engineering  Q-Bio Modules for quantitative thinking in the life sciences  Integrated Science Program  Mathematics Courses Mathematical Ecology, Mathematical Modeling

University of Maryland  Mini-grants for curriculum development  Team-based approach  Interdisciplinary projects  Infusing math into intro biology (MathBench)  Calculus for the life sciences  Physics for biology majors

University of Maryland  Support for curriculum development  HHMI, NSF CCLI, internal  Faculty release time or summer salary  Support for graduate students and/or postdocs to assist with development and implementation

University of Maryland  College-based Teaching and Learning Center  Resource library  New faculty orientation  Workshops  Visiting Teacher/Scholars  Individualized assistance with course development, assessment and dissemination  Travel grants to attend workshops and conferences

Harvey Mudd College  Faculty from different disciplines share responsibility for guiding interdisciplinary courses, rather than taking sole responsibility for only part of the course  Each faculty member receives full teaching credit for their involvement in team-taught interdisciplinary courses  Colleagues (local and non-local) are invited to sit in or give guest lectures

Truman State University  Use interdisciplinary research projects to develop faculty sensitivity to interdisciplinary work and train students to approach biological questions from an interdisciplinary perspective  This created an infrastructure that enabled the creation of a new interdisciplinary minor in mathematical biology

University of Richmond  Recently developed courses involving multiple departments  Scientific Calculus (Mathematics, Biology, Chemistry)  Mathematical Models in Biology and Medicine (Mathematics, Biology)  Biological Imaging (Computer Science, Biology)  Bioinformatics (Computer Science, Biology)  Biological Physics (Physics, Biology)

University of Richmond Strategies for faculty involvement in interdisciplinary course development Idea formulation phase  Faculty members sit in on each other’s courses Development phase  Reassigned time for faculty in both departments  Undergraduates interview faculty in related departments to find examples and datasets Implementation phase  Team teach the course.  Each faculty member receives full teaching credit for their involvement in the course Follow-up phase  Client advisor: During the 2 nd offering, a faculty member other than those teaching the course reviews the course for relevance

Small Group Discussion  What are the formal and informal practices at your institution that facilitate faculty involvement in interdisciplinary curriculum reform?  What are the challenges to institutional change?  What strategies and practices are needed to facilitate institutional change (to move the adoption curve forward)?