2. Evidence… Policy Institutional Support and Facilitation Need to Change Learning and Implementing New Practices Facilitating the Learning and Implementation of New Practices Sustainable Agriculture (Röling and Wagemakers, 1998) FIRST Model Faculty Recognition and Rewards Dissemination within Institutions IT Faculty Teams Join FIRST II FIRST II Workshops Lead to Course Reforms FIRST II Team Structure Theoretical Basis of FIRST

3. Need to Change Teaching Faculty Choose to Join FIRST II

4. Primary Reasons for Participating (n=145) Reason% Improve my teaching/courses43 Learn new techniques / get new ideas 30 Improve student learning / critical thinking 21 Build connections/support groups with peers 20 Increase use of inquiry in my classes19 …Improve assessment7

5. Participants by Position Title (n=145)

6. Participants by Years Teaching Experience (n=145)

7. Learning and Implementing New Practices FIRST II Workshops Lead to Course Reforms

8. Workshop Activities

9. Useful Workshop Experiences (n=109) Category# of Participants Seeing what others are doing46 Learning about Assessment22 Learning about IBL20 Example inquiry activities18 Specific tools or techniques13 Guest speakers10 Hands-on practice with techniques 9

10. Courses Reformed (n=109) Discipline# of Courses% Reformed Introductory Biology6684.8 Ecology and Evolution6172.1 Cell and Molecular Biology3767.6 Zoology3435.3 Physiology2466.7 Applied Course2373.9 Microbiology2378.3 Chemistry2065.0 Plant Biology1580.0 Physical Sciences1376.9 Mathematics1291.7 Limnology and Oceanography862.5 Other4261.9 Total37870.1

11. Students in Courses (n=109) Audience# of Courses% Reformed Undergraduate non-science majors 10278.4 Lower division science majors 12079.2 Upper division science majors 16065.5 Graduate Students5259.6 Pre-Service Teachers4669.6

12. Sizes of Courses Reformed (n=109) # Students# of Courses% Reformed <159062.2 16-3016468.7 31-606776.1 61-1002580.0 100-2002483.3 >200683.3 # Students in Reformed Courses per Year: >16,000

13. Reforms in Courses (n=109) Techniques Implemented or Increased in Usage# of Faculty Using In-class Group Activities47 Cooperative Groups41 Inquiry-based Labs32 Concept Maps28 Minute Papers26 Student Discussions22 Think/Pair/Share21 Student Presentations21 Pre/Post-Testing19 Experimental Design/Analysis16 Conceptual Questions16 Less Lecture14 Student Research11

14. Facilitating the Learning and Implementation of New Teaching Practices FIRST II Team Structure

15. FIRST II Structure

16. IT Support from Teammates (n=109) Category# of Participants Informal discussions42 Nothing26 Regular meetings22 Infrequent meetings14 Collaborate on courses11 Visit each other’s classes8 E-mail7 Meet with other IT teams3

17. Support from FS Team (n=109) Category# of Participants Feedback on what I am doing23 Facilitate information sharing between teams 18 Updates on resources and literature17 Training in assessment and inquiry- based teaching 17 Encouragement / Motivation15 Organize workshops9 Visit our schools / classrooms8 Collaborate on research7 Provide activities I can use in my class 2

18. FIRST II Website Use

19. Useful Website Resources (n=109) Category# of Participants Resources section11 References on science education8 Inquiry activities7 Contact information7 Links to other sites6 Assessment section4 Workshop resources3 General information about FIRST II2 Journal list2 No response59

20. Institutional Support and Facilitation Dissemination within Institutions

21. Seminars Presented by Participants (n=109)

22. Grant Proposals Submitted by Participants (n=109)

23. Types of Grant Proposals (n=109)

24. Departmental Reforms (n=109) Reform# of Participants Add more IBL in classes17 Revising specific courses15 Inquiry-based labs9 Changed core sequence8 Changed class formats7 Evaluate objectives and assessment5 Allow changes by individuals5 Integrate curriculum3 Implement specific techniques2 Technology2 Other4

25. Policy Faculty Recognition and Rewards Fox MA, Hackerman N. 2003. Evaluating and improving undergraduate teaching in science, technology, engineering and mathematics. Washington DC: The National Academies Press.

26. FIRST Model Policy Institutional Support and Facilitation Need to Change Learning and Implementing New Practices Facilitating the Learning and Implementation of New Practices Evidence… Sustainable Agriculture (Röling and Wagemakers, 1998) Faculty Recognition and Rewards Dissemination within Institutions IT Faculty Teams Join FIRST II FIRST II Workshops Lead to Course Reforms FIRST II Team Structure Theoretical Basis of FIRST

27. Dimensions of Faculty Change Where are FIRST II Faculty? Learner- Centered Teacher- Centered Increasing shared responsibility for learning

28. What are the next questions? Question: Do faculty self-report data about teaching reforms correlate with direct observation? Method: Videotaping of faculty in classes (n~80 x 4) Reformed Teaching Observation Protocol (RTOP)

29. Lesson design and implementation Content –Propositional knowledge –Procedural knowledge Communicative interactions Student/Teacher relationship Reformed Teaching Observational Protocol (Sawada and Piburn 2000)

30. If faculty change... Question: Does student learning increase in response to reformed teaching practice? Data collection in progress…

31. Scale - Course and Curriculum (n=109) Evidence# of Participants Pre/Post tests21 Anecdotal10 Student surveys10 Assessments (no comparisons)9 Year-to-Year differences7 Controlled experiment1 No evidence58

32. Scale - Project - 50 colleges/univ. Question: Does student learning increase in response to reformed teaching practice? Method: Diagnostic Question sets (SDSU, CU, MSU) Correlate with RTOP

33. FIRST III Who?Faculty and graduate students What?Scientific teaching - practice and research Where?Field Stations Why?Change takes time and support