1. Lisa Elfring Background /context  I teach Intro Cell/Molecular Biology (~360 students in one lecture) and am interested in learner-centered strategies  I am course coordinator (6 sections in Fall, 8 total/year); instructors have divergent views about the course objectives, strategies, outcomes  Multiply this by at least 10, for each of the large introductory courses on campus  Our university is pushing for program-wide assessment of learning outcomes  We have a new Office of Instruction and Assessment, headed up by a mentor of mine

2. Lisa Elfring Research question What are the outcomes of implementing a faculty/professional learning community strategy at the University of Arizona?  Me: Learner-centered teaching  Interdisciplinary teams  Faculty, teaching staff, graduate students

3. Lisa Elfring Data collection Short-term outcomes (6 months to a year)  Number of participants/teams (what would be a success?)  Demographics of participants (wide variety would be a success)  Departments/academic units of participants  Positions of participants (faculty, instructional staff, graduate students)  Surveys of participants- Attitudes about learning, SoTL and impact surveys (MUOhio)

4. Lisa Elfring Data collection-2  Middle-term outcomes (1-2 years)  Number of projects implemented  Number of partnerships/collaborations  For each course that is affected, course portfolio  Student outcomes- learning, engagement, ??  Long-term outcomes (2-10 years)  All of the above demographics  # grant applications on teaching/learning submitted by participants; success rate  Retention of participants in instructional staff and faculty ranks (compare)  Graduate student participants who have gone on to instructional positions