Using Regional Pedagogical Communities to Improve STEM Learning Environments

1. Using Regional Pedagogical Communities to Improve STEM Learning Environments Facilitators: Marlene Moore Barbara Stebbins-Boaz Willamette University in consultation with Jeanne Narum WVBEN PKAL AAC&U, Florida, March 2011

2. Networks: Theory Planning Networks: Lessons Learned: A PKAL Guide for STEM Leaders (document still in draft form) J. Dilts, L. Hainline, J. Narum & J. Swartz Funded by NSF CCLI (#0717676) PKAL AAC&U, Florida, March 2011

3. Hypothesis Collaborations within regional networks lead to more rapid dissemination of research-based STEM pedagogical efforts than isolated efforts. Pilot Study of 5 regional networks types of networks differed from informal to university system PKAL AAC&U, Florida, March 2011

4. Pedagogical Community Characteristics Sustained over time Collaborative Focused on student learning 10 Lessons Learned about Networks PKAL AAC&U, Florida, March 2011

5. #1 Sustainability • Organizational structure • Identified leadership • Tangible and intangible support • Clearly defined goals • Community ownership of the effort • Planning for sustainability • Sequential set of opportunities • Workshops to plans to reports to workshops PKAL AAC&U, Florida, March 2011

6. #2 Leadership Small group of initial leaders: Committed to the particular problem Engaged in solving it Committed to their students, their field, their institutions Engaged for their own intellectual pleasure Ability to handle changes in leadership PKAL AAC&U, Florida, March 2011

7. #3 Clear Purpose and Value Address early and often the “so what” question need for the network ability to address needs of participants PKAL AAC&U, Florida, March 2011

8. #4 What Exists • What will the community bring to the network? • Baseline information • Audit of existing expertise and interests • Recognize the value of taking small steps PKAL AAC&U, Florida, March 2011

9. #5 Make Findings Actionable and Visible • Audit (#4) should further conversation about what individuals can contribute to and gain from the network • Identify a common challenge & opportunity • Develop an action plan PKAL AAC&U, Florida, March 2011

10. #6 Piggy-Back and Leverage • Take advantage of every possible connection. Connect to: • other events in the region • recognized experts beyond the network (credibility) • expertise within the region PKAL AAC&U, Florida, March 2011

11. #7 Intentional Connecting and Communication • Develop a communication plan • Emphasize value of networks • Tell the story: consistent elevator speech PKAL AAC&U, Florida, March 2011

12. #8 Planning and Implementation take Time & Persistence • Volunteer leaders already have a full plate • Time is required to build relationships and shared vision • Persistence is required • See #9 for suggestions PKAL AAC&U, Florida, March 2011

13. #9 Key Roles and Responsibilities • Outline vision, goals and elevator speech • Develop a memo of understanding for leaders • Establish benchmarks • Schedule series of activities • Standardize approaches & practices for activities • Craft an agenda for action • Establish a management structure PKAL AAC&U, Florida, March 2011

14. #10 Celebrate & Have Fun PKAL AAC&U, Florida, March 2011

15. Your Expertise Have you been part of a collaborative network? Do the lessons learned match your experience? If so, choose one of the lessons and think of an example of its importance in your network. If not, is there a lesson you learned that you want to add to this overview? Think/Pair/Share PKAL AAC&U, Florida, March 2011

16. Willamette Valley Biological Education Network From PortPKAL to WVBEN This project is supported by a one-year $50,000 incubator grant from the National Science Foundation RCN-UBE 1039453 WVBEN PKAL AAC&U, Florida, March 2011

17. Purpose and Methods Improve undergraduate biology education in the Pacific Northwest by creating a regional pedagogical community WVBEN PKAL AAC&U, Florida, March 2011

18. Pedagogical Community Institution Types: Public Private 2 year and 4 year Disciplines: Biology Chemistry Education Mathematics WVBEN PKAL AAC&U, Florida, March 2011

19. Initial Development Needs Assessment Survey What does the community want? Pedagogical Audit of the Region What expertise is available regionally? WVBEN PKAL AAC&U, Florida, March 2011

20. Regional Workshops Learning Outcomes & Learning Spaces, Feb. 2010 Too Little Time, Too Much to Cover: Effective Teaching and Learning in Undergraduate Introductory Biology Courses, Oct. 2010 New Biology: From Courses to Competencies, April 2011 PKAL AAC&U, Florida, March 2011

21. Consultant Role Can this network be sustained? You are a consultant who has been brought in to assist the WVBEN network What questions would you ask? Think/Pair/Share PKAL AAC&U, Florida, March 2011

22. Evaluator Role You are an evaluator for a funding agency. What would you look for in a proposal from this network to decide whether or not to recommend funding for it? Think/Pair/Share PKAL AAC&U, Florida, March 2011

23. Action Plan • What is one thing you have learned from this session that you can apply to your situation? • What is one thing you will do: • in the next 3 months • with whom • that costs less than $15? PKAL AAC&U, Florida, March 2011