1. Strengthening the Culture of Faculty Learning on Campus
Cathy Manduca, Director
Science Education Resource Center (SERC), Carleton College
Aspen Forum on the Fuiture of Higher Educaiton, June 13, 2019

2. A Culture of Faculty Learning
Discuss parallels between research and teaching
Features
PhD prepares for life long learning
Professional experience supports learning, experimentation, integration and reflection throughout your career
Output – ongoing research productivity and improvement in knowledge
How might we extend this culture from research to teaching?

3. Faculty Learning for Research
PhD prepares for life long learning
Institutional supports for learning, experimentation, integration and reflection
Self directed continuous learning and application increases knowledge in field
How does institution support?
Culture that values and respects
Facilities and other institutional infrastructure (grants management in business office)
Time and resource allocation
Tenure and promotion
What would a similar culture look like for teaching?

4. Why bother? Learning about teaching and learning leads
to better teaching and learning
Manduca et al., Improving undergraduate STEM education: The efficacy of discipline-based professional development. Science Advances

5. What supports this learning?
Picture of classroom
Picture of talking in the hall
Picture of journal cover ITT, JGE, JRST
Picture of formal opportunities advertising from campus
Picture of NAGT opportunities advertising
Picture of portfolio review
Make two pathways point here – learn from own experience, learn from talking to others

6. Increasing Teaching Capacity Through Time
Results from Tracer
- self centered
Cummulative with both short and long term application
Spead of effect across courses
Spread of effect across campus

7. Making It Easy to Use What You Learn: Content Alignment
Viskupic results
Sladle study
Viskupic, K., Ryker, K., Teasdale, R., Manduca, C., Iverson, E., Farthing, R., Bruckner, M., McFadden, R., Classroom Observations Indicate the Positive Impacts of Discipline-Based Professional Development, ournal for STEM Education Research

8. Making It Easy to Use What You Learn: Reducing Barriers, Increasing Motivation
Effiiciency and Time
Fear and Reward
Spaces, Schedules and Supplies
Comfort and Identity
Schadel et al, 2017, Faculty drivers and barriers: laying the groundwork for undergraduate STEM education reform in academic departments , International Journal of STEM Education
Henderson, C., Beach, A., & Finkelstein, N. (2011). Facilitating change in undergraduate STEM instructional practices: an analytic review of the literature. Journal of Research in Science Teaching
Efficiency and time – up front investment, competition with other things
Fear – job security/student evaluations, will it work (students prepared, confidence in methods, in implementation),, coverage
Spaces, Schedules and Supplies – technology, timeblocks, configuration of room, implementation costs (borne by students)
Comfort and Identity – self efficacy

9. Faculty Learning for Teaching
Threshold event prepares for student centered teaching and learning
Campus and discipline supports ongoing learning, experimentation, and testing
Continuous improvement of teaching and learning
An idealized model
What follows are several ways of thinking about what might work as foundation for discussion.

10. How to strengthen culture of faculty learning and teaching?
Provide for rich learning experiences
Support integration of learning across experiences
Create opportunities for learning to spread across campus
Consider the interplay with national programs in the disciplines
Condon, W., Iverson, E.R., Manduca, C.A., Rutz, C., and Willet, G., Faculty development and student learning: Assessing the connections, Indiana University Press

11. How to strengthen culture of faculty learning and teaching?
Add labels
Individual loop
Recipcrocal benefits loop
Affective loop
Co-constructed products loop
Kastens & Manduca, Leveraging the Power of a Community of Practice to Improve Teaching and Learning about the Earth, Change: The Magazine of Higher Learning

12. How to strengthen culture of faculty learning and teaching?
Interaction effects
On ramps
Cutting Edge and BSGD website reference

13. How to strengthen culture of faculty learning and teaching?
Call out use of data in scaffolding change
Association of American Universities. (2017). Undergraduate STEM Education Initiative.

14. Strengthening the Culture of Faculty Learning about Teaching on Campus
What can one do on campus?
How can campus initiatives interplay with national initiatives within disciplines?
What is the role of programs and departments?

15. Extra Slides

16. Visable Aspects of a Productive Culture
Concern about developing teaching skills
Concern about how students learn and how to help them learn better
Concern about what students learn
Sense of community based upon a shared mission of quality teaching
Status based in part on being a good teacher
Interest in, and respect for, the scholarship of teaching and learning
Patience with experimentation and change
Pathways from experimentation, to synthesis and discussion, to action

17. Features of a Productive Culture
Faculty display a willingness to experiment with teaching, an openness to change
The institution provides a menu of opportunities for changes in teaching practices
The support structure for improving teaching goes beyond formal faculty development to embrace routine actions and venues
Working on teaching is clearly ana cceptable thing to do on a campus
The institution can use a variety of measures to promote a conversation about teaching
Faculty exchange of ideas is an important part of the context, so that individuals making changes realize that they are not alone and changes spread among colleagues

18. How do faculty learn about teaching?
Faculty Teaching Expertise
Disciplinary Professional Development
Institutional Professional Development
Teaching Experiences
Collegial Interactions
Reading and Presentations
Professional Experience
Delete?
Or a quote from the book
Results from Tracer
- self centered
Cummulative with both short and long term application
Spead of effect across courses
Spread of effect across campus