1. 1st Summit: Barriers & Solutions
Resources – financial and space needs
Time and support to develop and pilot new instructional approaches
Space redesigned from lecture-based to interactive classes
Technology infrastructure
Performance-based incentives to change
Investment in professional development activities
Annual performance evaluations and tenure and promotion do not reward efforts to improve teaching
Different incoming student backgrounds & quantitative preparation

2. Obstacles/barriers identified by Summit to implementing research-validated pedagogies and uses of technology

3. Obstacles/barriers identified by Summit to implementing research-validated pedagogies and uses of technology

4. Proposed Incentives
Out of 354 departments

5. 2016 Summit Progress Reports: 37 out of 92
Accomplishments:
26 Curriculum Redesign
13 pedagogy
9 2YC 4YC
6 recruit/diversity
11 add or change majors
10 add new courses
13 other
Future Plans:
20 Curriculum Redesign
7 pedagogy
6 2YC 4YC
2 recruit/diversity
12 other
Highly dependent on type of institution
i.e. R1 – focused on curriculum; 2YC on pedagogy

6. Implementation Strategies
6 Matrix redesign: 4 success, 1 partial, 1 unsuccessful
12 Total Faculty involvement: 6 success, 6 partial
5 Core Group involvement, 4 success, 1 partial
5 Retreats planned, 1 completed
3 allowing enough time for process to work
12 other
Highly dependent on size of faculty

7. Roadblocks: 6 insurmountable (faculty or admin meltdowns)
3 resistant faculty
7 lack of faculty buy in
3 lack of funding
8 upper administration constraints
8 lack of time
6 other

8. Common Advice
Patience, patience, patience – process takes time. Take it slow and spend the time to get faculty buy-in.
Be patient, but insistent that changes can improve our offerings and be beneficial to our students and to our program. In times of budget problems, these kinds of changes can be program savers.
Use the concepts and skills matrix to your advantage, as an instrument that was nationally vetted by geoscience faculty and employers.
Open dialogue and communication is key.
SERC pages on retreat planning and Backward Curriculum Design very helpful
Large faculty – use core group but get faculty buy-in first and keep updated
Make sure that there is some mechanisms in place for driving and enforcing your proposed changes.
Don’t downplay administration or curricular demands at faculty meetings.
Leverage institutional processes
Before you start, figure out how to overcome entrenched ideas regarding what constitutes a “real” BS degree in geology; NAGT traveling workshops can help
Keep what to teach separate from how to teach

9. 2016 Summit Chairs Kenneth Rubin Jeffrey Snyder Jennifer Roberts
Michael Guidry
Shemin Ge
Wendy Calvin
David Sparks