Faculty as Agents of Change – Group 2

1. Faculty as Agents of Change – Group 2 Professional development workshops centers for teaching and learning PFF and GTA programs Creating curricula interdisciplinary courses are emerging curricular “threads” link courses across departments V&C concepts and competencies used in curricular design Inspirational pedagogies student-centered learning increases! learning communities Value and limitations of technology widespread use of clickers, course management systems requirement for networked projects flipped classrooms, simulations, e-portfolios Depth vs. breadth dilemma – solved?? Integrating authentic research experiences into curricula Issues of scale – multi-institutional, single campus, mentored Broadening participation – promoting future faculty continuing importance of federal programs (LSAMP, MARC, McNair) cultural changes in departments

2. Recommendations: the three R’s Rewards Resources Relationships (community) Where’s the roadmap?

3. Topical Areas and Key Findings How Biology is Learned and Taught is Changing: Implications for Professional Development Students are Learning Biology by Doing Science

4. Recommendations Foster Community Building Support Professional Development Tailored to Each Constituency Recognize, Disseminate, and Sustain Pedagogies that Align with Vision and Change

5. Roadmap for the Future Foster Community Building Continue Using Vision and Change Recommendations as a Blueprint Support Professional Development Tailored to Each Constituency Different Solutions for Different Groups Recognize, Disseminate, and Sustain Pedagogies that Align with Vision and Change Continue Funding Transformative Activities

7. Findings Faculty as change agents, Group #4 • Vision & Change recommendations have catalyzed significant reform efforts, but faculty/instructional staff need support to continue the initial momentum. • Teaching reform is not incentivized or valued in the same way as research productivity at many institutions • Professional development opportunities and classroom pedagogy resources are available, but are often still difficult for faculty to find and evaluate

8. Recommendations and road map • Incentivize, motivate, and reward change • Funding agencies should require evidence of changes in tenure/faculty reward structure tied to funding for research • Mini/micro-grants from prestigious funding agencies for improving teaching • Certification program to recognize departments – PULSE • Utilize teaching rubrics to help faculty recognize need for change

9. Recommendations and road map • Facilitate, incentivize professional development • Establish institutional/regional communities of practice, especially around assessment • Develop/utilize existing rubrics for recognizing student-centered learning • Connect faculty with Centers for Teaching and Learning • Model “good teaching” • Curate pedagogical resources • PULSE toolkit and online workshops • CourseSource • Professional societies focus on specific content, larger group maintain curated repository

10. Key Findings • Professional development is essential for change • Creating a culture of change, providing infrastructure • Change the conversation: It’s not depth vs. breadth, it is critical thinking vs. factual recall

11. Recommendations • EBIPD: Early, Better, and Iterative Professional Development • Build intra- and cross-institutional networks (including between 2- and 4-year colleges) • Incentivize Change

12. Roadmap Creating a culture early-on via iterative, face-to-face opportunities for grads/post-docs, established faculty to get training in teaching; professional development through professional societies Internship exchange program; inviting outside experts; PROF: Peer Reciprocal Observation Feedback (no-stakes); Protocol for college level teaching observations Micro-grants from reputable funding sources; AAAS/PULSE stamp of approval or certification for faculty/departments; publications; recognition