1. 1SERC at Carleton College, 2Endicott College
Models of program – scale change: Common elements in the implementation of the InTeGrate design philosophy and teaching materials
Cailin Huyck Orr1, Cathryn A. Manduca1, John McDaris1, Carol Baldassari2
1SERC at Carleton College, 2Endicott College

2. Context of the program Community Effort Curricular material
Engaged pedagogy
Assessment
Interdisciplinary
Enticing societal issues
topics.
Use these to make change at a scale bigger than a course

3. Program Design: Laying the Foundation for Tomorrow’s Workforce

4. Building a portfolio of models
Modeling programmatic changes
Building a set of diverse approaches, grown organically from a variety of institution types
Multiple models that are tailored to institutional culture
There is no one size fits all. There are common elements

5. Program goals
Interdisciplinary programs, majors or certificate programs with a strong geoscience component designed to prepare students for careers addressing challenges of sustainability; 5
Programs that engage students with issues of sustainability and their scientific underpinnings and provide a continuous pathway from high school to a STEM degree;
Programs that increase the enrollment and graduation of students from groups underrepresented in the geosciences; 10
Programs that broaden access to science by introducing geoscience across the liberal arts curriculum; 2
Inter-institutional programs that bring geoscience into courses at institutions without geoscience faculty including minority-serving institutions and 2YCs; 7
Programs that strengthen the role of geoscience in the preparation and professional development of K-12 teachers, including but not limited to Earth science teachers; 3
Programs that introduce or strengthen the role of geoscience in the preparation of STEM majors outside of the geosciences; 10
Programs that facilitate the transition from college or university to the workforce; 4

6. Scale of impact Gustavus Adolphus Univ. South Dakota Washington State
Univ. N. Colorado
Shippensberg
Mercer
Stanford
Savannah
CSU - Chico
Claflin
UI - Chicago
GVSU
MTSU
Wittenberg
UTEP
Penn State*
Program
Institution
Several institutions
Entire State
*Global campus

7. Common Elements
Alignment between the goals of InTeGrate with a shared vision at the home institution(s) is key in fostering success.
Context-specific faculty development activities best support material adoption.
Change requires work at the department, program and program or institutional level.
Materials alone not a sufficient vehicle for change
Change model of a shared vision : PD support for aligning vision, context specific PD, and program or bigger level.

8. Three Examples:
Partnership between a Geo-rich institution and local MSI’s and 2YC’s. 4 partnerships.
Statewide teacher preparation for NGSS. Common vision. 12 programs.
Stanford – Tenea Nelson and Angelia Sanderson-Bellamy
USD – Mark Sweeny and Meghan Jarchow
Wittenberg – Sarah Fortner
Community of practice. Expanding model. Linking classroom activities to service learning. 17 courses.

9. InTeGrate Involvement
Support
One-on-one support for operating at the program level
Assessment consulting
Frequent feedback
Community
All team meetings
Peer-peer support
Interaction through professional development

10. Ter

11. Leaders at EER 2016 Rachel Teasdale – CSU Chico
Mark Sweeney – U. South Dakota
Stefany Sit – U. Illinois Chicago
Cindy Shellito – U. Northern Colorado
Sarah Fortner – Wittenberg
Anne Egger – Washington State Consortium
Julie Bartley – Gustavus Adolphus
Tim Bralower – Penn State