Dynamics of Departmental Change: Lessons from a Successful Stem Teaching Initiative
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| Title: | Dynamics of Departmental Change: Lessons from a Successful Stem Teaching Initiative |
|---|---|
| Language: | English |
| Authors: | Huber, Mary Taylor, Hutchings, Pat |
| Source: | Change: The Magazine of Higher Learning. 2021 53(5):41-47. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2021 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | DUE1525775 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Departments, Educational Change, STEM Education, Teaching Methods, Foreign Countries, College Faculty, Undergraduate Students |
| Geographic Terms: | Canada, Kansas, Indiana |
| DOI: | 10.1080/00091383.2021.1963154 |
| ISSN: | 0009-1383 |
| Abstract: | The Bay View Alliance (BVA; https://bayviewalliance.org/) is a network of research universities working together to support and sustain the widespread adoption of instructional methods that lead to better student learning. The BVA's research action cluster on collaborative course transformation sought and received funding from the National Science Foundation for an initiative that embeds discipline-based educational experts in science, technology, engineering, and mathematics (STEM) departments to help facilitate such change. This initiative, Transforming Education, Stimulating Teaching and Learning Excellence (TRESTLE; https://trestlenetwork.ku.edu/), has been documenting the work of seven partner institutions. The focus of the research was mainly on change in departmental cultures of teaching as a condition for ongoing improvement in undergraduates' learning experience and success. These case studies took place from 2013 through 2020 in four departments: geoscience at the University of British Columbia (UBC), the undergraduate biology program at the University of Kansas (KU), physics at Queen's University in Canada, and computer science at Indiana University Bloomington (IUB). This article describes the context for TRESTLE's work, the different models of embedded expertise deployed by each department, and what they accomplished. It offers two crosscutting lessons and conclude with reflections on how such work can be sustained and built on. |
| Abstractor: | ERIC |
| Entry Date: | 2021 |
| Accession Number: | EJ1313119 |
| Database: | ERIC |
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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwHkr9VNo0UcRbdqUfpAn3yxAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDHr2dHILxhQhJQsuXAIBEICBmx-b0WO25TOKEBKQZsQMNIqRFSyhUIJe0-I4Zm5pgNu_mVuswSmZyjHypsJVy_k_bkLqc6awct4lhdQVIL0NrK_Opy-dwnO9n4M4bINXHEtEZOVwvxCEW-voz4-K5zskMDbZsnG0RC22GliIkJrTffBSjk39mTQRqeV2BE8e9Q2FO_Iji5VXzs6ehOhiFpyf-Qn3PzQbizwMqIo2 Text: Availability: 1 Value: <anid>AN0153046055;chg01sep.21;2021Oct19.07:50;v2.2.500</anid> <title id="AN0153046055-1">Dynamics of Departmental Change: Lessons From a Successful STEM Teaching Initiative </title> <sbt id="AN0153046055-2">In Short</sbt> <p></p> <ulist> <item> The Carl Wieman Science Education Initiative (SEI), armed with a large, one-time infusion of funds, employed discipline-based educational experts in science, technology, engineering, and mathematics departments to support faculty in transforming their courses and teaching.</item> <p></p> <item> Inspired by the SEI, a National Science Foundation–funded project—TRESTLE, or Transforming Education, Strengthening Teaching and Learning Excellence—set out to learn whether the model of using embedded experts could succeed with a smaller investment of funds.</item> <p></p> <item> In-depth case studies of three TRESTLE departments testify to the power of less expensive forms of this intervention when undertaken as part of a larger set of departmental supports.</item> <p></p> <item> While the pace, breadth, and depth of change in these departments varied depending on context and culture, each achieved important results that set the stage for building on what has been done in ways that support future improvements.</item> </ulist> <p>Can the culture of teaching in university science departments change? Can a commitment to teaching methods that invite active and engaged learning become the new departmental norm? What interventions might help drive this kind of transformation?</p> <p>These questions are central to the Bay View Alliance (BVA; https://bayviewalliance.org/), a network of research universities working together to support and sustain the widespread adoption of instructional methods that lead to better student learning. To answer them, the BVA's research action cluster on collaborative course transformation sought and received funding from the National Science Foundation for an initiative that embeds discipline-based educational experts in science, technology, engineering, and mathematics (STEM) departments to help facilitate such change.</p> <p>This initiative, Transforming Education, Stimulating Teaching and Learning Excellence (TRESTLE; https://trestlenetwork.ku.edu/), has been documenting the work of seven partner institutions through faculty surveys and classroom observations, and through a set of longitudinal case studies we undertook to explore in more depth the dynamics of departmental, institutional, and disciplinary culture change. Individual participants in TRESTLE have also studied student outcomes in courses transformed to include evidence-based teaching methods. Our research, however, focused mainly on change in departmental cultures of teaching as a condition for ongoing improvement in undergraduates' learning experience and success.</p> <p>These case studies took place from 2013 through 2020 in four departments: geoscience at the University of British Columbia (UBC), the undergraduate biology program at the University of Kansas (KU), physics at Queen's University in Canada, and computer science at Indiana University Bloomington (IUB). Their longitudinal design enabled us to follow the initiative in each department over several years.</p> <p>In this article we describe the context for TRESTLE's work, the different models of embedded expertise deployed by each department, and what they accomplished. We offer two crosscutting lessons and conclude with reflections on how such work can be sustained and built on.</p> <hd id="AN0153046055-3">Context</hd> <p>Our case studies (and the TRESTLE initiative itself) are situated within a larger dialog about STEM teaching and learning. Evidence of trouble, apparent by the mid-1980s and early 1990s, including declines in enrollment and persistence by women and underrepresented minorities, led to "criticisms of the quality and character of the college experience in STEM" and to efforts to improve "retention rates ... by changing the methods of teaching and creating more effective academic support mechanisms for students" (Seymour, [<reflink idref="bib8" id="ref1">8</reflink>], pp. 81, 82). Since then, discipline-based education research in STEM fields has created a stronger evidence base for teaching methods that support better student learning (e.g., Freeman et al., [<reflink idref="bib1" id="ref2">1</reflink>]; National Research Council, [<reflink idref="bib6" id="ref3">6</reflink>]). However, research has also shown that information about best practice is not enough to change long-established teaching norms (Henderson et al., [<reflink idref="bib3" id="ref4">3</reflink>]).</p> <p>Within this context, the idea of embedding discipline-based educational experts within academic departments to support faculty in course transformation was pioneered through the Carl Wieman Science Education Initiative (SEI). Instituted in STEM departments at the University of Colorado (UC) in 2005, and 2 years later at UBC, the SEI provided "substantial one-time funding to support work with faculty within the department" (Wieman, [<reflink idref="bib10" id="ref5">10</reflink>], p. 23). For an investment of approximately five percent of a large science department's annual budget for a period of about five years, initiative leaders hoped to create a culture within participating departments "where research-based effective teaching and course design were the new normal" (Wieman, [<reflink idref="bib10" id="ref6">10</reflink>], p. 23).</p> <p>UBC's geoscience department became a poster child for this approach. One of the earliest departments at UBC to receive SEI funding in 2007, its work benefitted from strong leadership by a succession of chairs, a dedicated faculty leader, and effective planning and coordination through a new Teaching Initiatives Committee. The department hired four geoscientists with teaching experience as science teaching and learning fellows (STLFs)—the "embedded experts"—who worked with a large proportion of the faculty to transform most of the department's courses. Indeed, one of our interviewees reported, "It's hard to point to classes that haven't been touched. ... Everybody is trying stuff because that's allowed. Everybody wants to teach better."</p> <p>The scale and achievements of this work were impressive—geoscience, as noted, had four embedded experts over 5 years, reaching virtually all faculty members and 48 courses, accounting for 85 percent of the credit hours offered (Wieman, [<reflink idref="bib10" id="ref7">10</reflink>], p. 99). In this department, as in the 11 others participating in this initiative, studies that measured outcomes "for individual courses and for particular learning activities" usually showed that well-designed "research-based instruction ... improved student learning" (Wieman, [<reflink idref="bib10" id="ref8">10</reflink>], p. 93). But at a total cost of $10.8 million at UBC and another $5.3 million at UC, the expense made widespread replication unlikely.</p> <hd id="AN0153046055-4">Variations on a Theme</hd> <p>The <emph>idea</emph> of discipline-based embedded expertise, however, could and did travel (Greenhoot et al., [<reflink idref="bib2" id="ref9">2</reflink>]). The SEI was a major source of inspiration to the BVA and to one of its member institutions, KU, which, in 2012, initiated a modified version of the SEI in which departments could receive funding for a single postdoctoral teaching fellow to work with faculty on transforming large introductory science courses for up to three years. The fellow would also participate in a larger intellectual community around pedagogical improvement and make visible both the new teaching strategies and their impact on student learning. These three elements, then, became the TRESTLE model, designed to discover whether the accomplishments of the SEI could be achieved with more modest resources.</p> <p>Toward this end, campuses employed different models of embedded expertise.</p> <p>Whereas the embedded experts in geoscience at UBC were hired into temporary faculty positions, those at KU and Queen's were postdocs; at IUB, they were existing tenured and tenure-track faculty who received special training to prepare them to function as embedded experts. Numbers varied as well. Like UBC, IUB was funded for up to four embedded experts annually; KU and Queen's had just one at a time. And there were different kinds of community evolving around their work—some within the department, some more cross-disciplinary, and some sponsored by a university- or school-wide teaching center. Additionally, there were multiple opportunities for engagement with the cross-institution community formed by TRESTLE.</p> <p>Variation went beyond local adaptations of the embedded expertise model. With different histories of pedagogical and curricular reform, each department faced different challenges in their TRESTLE work. For example, the introductory courses targeted by the undergraduate biology program at KU were taught by two different departments, with different levels of experience and interest in course transformation. Leadership also varied. Three of the four case study departments had a faculty member leading the initiative.</p> <p>This kind of contextual variation is, of course, to be expected in higher education, but variation can complicate the testing of a particular reform. If the model assumes different forms in different contexts, it may be, some would argue, degraded or watered down, making general conclusions hard to come by. In TRESTLE, however, variation was part of the point. The aim was not what some reformers call "fidelity of implementation," but rather "integrity of implementation" (LeMahieu, [<reflink idref="bib4" id="ref10">4</reflink>]), a term meant to recognize and value the way a given intervention allows for adaptation to local circumstances. A critical question for TRESTLE, then, is what the different departments were able to achieve through their local experiments with embedded discipline-based educational expertise—and what that tells us about the ways embedded expertise can advance improvement.</p> <hd id="AN0153046055-5">Departmental Dynamics and Accomplishments</hd> <p>The core work of TRESTLE was for the embedded experts to catalyze course transformation in ways that would lead to better teaching and learning in quite different departmental contexts and cultures. It is important to take note of these variations before drawing more general lessons about embedded expertise as a strategy for STEM education reform.</p> <hd id="AN0153046055-6">KU's Undergraduate Biology Program</hd> <p>In the 6 years that passed between our first visit in 2013 and our final visit in 2019, two areas of progress stand out. First, the work on course transformation resulted in significant changes to three of the four targeted gateway courses, and incremental improvement to the last. Initial experiments had been carried out by the chair of one of the biology departments responsible for this sequence of required courses, and by a faculty member in sections he taught. Work with faculty teaching other sections was supported successively by two talented postdoctoral fellows.</p> <p>However, as TRESTLE funding ended, the program developed a different model for transforming and teaching these introductory courses, making use of a new position: the assistant teaching professor (ATP). And while biology had only one embedded expert at a time between 2013 and 2017, they had three ATPs during the 2018–19 academic year, all experienced lecturers with expertise in educational innovation. By this time, too, a repertoire of ideas for active learning had become familiar, spreading through coteaching arrangements, and influencing downstream courses. There were structural changes as well, with faculty co-directors from the two biology departments and a new advising team working together to bridge some longstanding gaps in communication between the two departments and between students and faculty. Along the way, drawing on expertise from the embedded experts, faculty were beginning to document the effects of their efforts on student learning. For example, these studies show that grades of D, F, and Withdrawal have declined in transformed biology courses at KU, even though students were asked to engage in more sophisticated learning tasks.</p> <hd id="AN0153046055-7">Queen's Physics Department</hd> <p>The physics department at Queen's saw TRESTLE as an opportunity to examine and strengthen the laboratory courses that play an important part in their undergraduate program, redesigning them in ways that progress from simpler experiments to more complex and demanding ones and shifting procedural, "cookbook" experiments to more open-ended, inquiry-based ones. Toward this end, the department hired a postdoc with lab teaching experience who worked with faculty to establish shared goals for the laboratory sequence, support relevant changes, and study their impact on students.</p> <p>Outcomes of this work include the redesign of the second-year lab course for physics majors, the third-year lab courses for physics and engineering physics majors, and good progress in redesigning the fourth-year lab. Results so far have been good. For example, a comparison of student performance in the second-year physics lab showed that student groups had richer and more in-depth interactions in the inquiry-based version of one of the experiments and more opportunities to develop their skills in experiment design.</p> <p>Additionally, the TRESTLE Fellow initiated an informal monthly seminar on teaching and learning, attracting not only lab instructors but other faculty and graduate students as well, bringing conversation about teaching and learning out of the corridors and coffee room and into more visible public forums. In this way, TRESTLE sent a powerful signal about the value the department placed on teaching, and provided practical help and advice to those teaching labs.</p> <hd id="AN0153046055-8">IUB's Computer Science Department</hd> <p>Unlike other TRESTLE sites, which engaged postdocs to bring discipline-based educational expertise into the department, IUB chose to build a cadre of experts by selecting and training small groups of tenured or tenure-track faculty already teaching in the department. Program leaders believed that developing faculty as pedagogical experts rather than hiring a short-term postdoc had greater potential for long-term sustainable improvements. By the end of the project, 15 faculty in four cohorts had undergone training in two programs open to colleagues from other departments as well. The Course Development Institute focused on backwards course design (Wiggins &amp; McTighe, [<reflink idref="bib5" id="ref11">5</reflink>]), and the Transformative Learning Collegium helped participants "decode" their discipline to design lessons to address common bottlenecks in student learning (Middendorf &amp; Shopkow, [<reflink idref="bib5" id="ref12">5</reflink>]; Pace, [<reflink idref="bib7" id="ref13">7</reflink>]).</p> <p>These faculty clearly benefited from the training experience, introducing active learning, classroom assessment techniques, and other innovations into their in-person classrooms and, when the pandemic hit, into their online courses as well. Additionally, TRESTLE helped catalyze interest in pedagogy and left an appetite in the department for opportunities to engage more faculty in learning about teaching. The challenge now is to build on the work of this energetic group of faculty fellows in ways that support and sustain the culture of ongoing improvement that TRESTLE aimed to create.</p> <hd id="AN0153046055-9">Tapping the Power of Embedded Discipline-Based Educational Expertise</hd> <p>Looking across these four case study departments and watching the evolution of their work, we saw how thoroughly the impact of the initiative has depended on context: the discipline, the institutional setting, the degree to which the department had a history of attention to teaching and structures for lively exchange about what works, a group of faculty who have achieved visibility and respect for such work, and leadership that could support and guide the initiative over time. Given the importance of conditions like these, departmentally-embedded discipline-based educational expertise does not come with a guarantee that it will successfully catalyze better courses, better teaching, or a stronger teaching culture. But it can be a powerful intervention.</p> <p>Yes, departments approached embedded expertise in their own ways. And not surprisingly, the types of change, and the pace (and depth) at which change was possible, varied considerably. Evidence of the impact of transformed courses on student learning—as we note earlier—looks promising but assessment is clearly a work in progress—one that is being tracked as part of the larger process of course and program improvement in individual departments, and as part of TRESTLE's larger suite of evaluation efforts.</p> <p>But what the case studies allow us to conclude with confidence is that all the sites created the more robust culture of teaching and learning that was a central goal of TRESTLE, evidenced in more—and more robust—conversation about teaching and learning, more willingness to innovate, greater consensus about goals for student learning, and, in a number of cases, new structures and policies aimed at continued improvements. And these outcomes were possible at a significantly lower cost than in the SEI, which was the original inspiration for TRESTLE.</p> <p>This promising finding comes with a number of lessons for campus and department leaders about the use of embedded experts as a strategy for creating a robust teaching culture with features like the following:</p> <p></p> <ulist> <item> Leadership for learning from the chair and faculty,</item> <p></p> <item> shared vision of goals for student learning,</item> <p></p> <item> policies that invite pedagogical innovation and risk taking,</item> <p></p> <item> regular occasions for collective attention to teaching issues,</item> <p></p> <item> participation in professional development opportunities beyond the department,</item> <p></p> <item> committee structure that supports ongoing attention to pedagogical improvement,</item> <p></p> <item> involvement of students (graduate and undergraduate) in improvement efforts,</item> <p></p> <item> coteaching and mentoring of new faculty,</item> <p></p> <item> attention to gateway courses and course sequencing,</item> <p></p> <item> assessment of student learning at the course and program levels, and</item> <p></p> <item> new kinds of appointments to support teaching improvement.</item> </ulist> <p>A first lesson—perhaps self-evident but nevertheless worth underscoring—is that disciplinary expertise really does matter in the improvement of teaching and learning. In bringing on board individuals who brought disciplinary expertise to the process of course transformation, participating departments recognized that effective teaching requires "pedagogical content knowledge" (Shulman, [<reflink idref="bib9" id="ref14">9</reflink>], p. 227). It is not enough, that is, to know how to use small-group collaborative learning or to run a good discussion. One must know how to use these techniques and others to teach the critical concepts and intellectual practices of the field.</p> <p>In addition, disciplinary knowledge gave TRESTLE's embedded experts a kind of credibility that engendered trust among colleagues and a willingness to try something new. Expertise in the discipline was a critical feature in the success of the TRESTLE Fellows. The kinds of support provided by a central, cross-disciplinary teaching unit were often important as well, but TRESTLE, like the SEI, underscores the value of focusing on the discipline and therefore the department as a unit of change—not coincidentally a guiding principle of the BVA more generally.</p> <p>A second lesson pertains to the different ways these departmentally embedded disciplinary experts were deployed in the four quite different sites. Numbers and timeframes varied, as we have seen. And while it would be hard to argue that more is not better, the impact of these individuals was also a function of the roles they played—convening faculty groups to hash out goals, coteaching, designing assessments of student learning and publishing pedagogical scholarship, to name just a few. Our point here—again perhaps obvious but worth stressing—is that there is no single model for the use of embedded experts.</p> <p>Indeed, what's needed is nimbleness and flexibility. Looking back, we see that TRESTLE's use of embedded experts had a bit of the "flying the plane while building it" feel, as the different departments worked to figure out what would be most useful, what was possible, and how to make the biggest difference with their particular model (or models) of embedded expertise. In this sense, embedded expertise is not a job description; it's an invitation to think creatively, with colleagues, about opportunities and how to meet them.</p> <p>But can these promising developments be sustained?</p> <hd id="AN0153046055-10">A Forward-Looking Perspective on Sustainability</hd> <p>A familiar lament among educational reformers is that special funding makes good work possible, but that when the money runs out that good work turns out not to be sustainable. But as we followed each case study department, we found ourselves thinking about sustainability in a different way, not simply as continuing to do the same thing but building on what has been done.</p> <p>To put this more concretely, the real question for the TRESTLE departments was not whether they could continue to support one or more embedded experts (although quite a number of participants wanted to do that) but what new things their experience had made possible. In this sense, sustainability looks forward, not back.</p> <p>The point is made most compellingly by returning to geoscience at UBC, which has been at this work the longest and is also the most extreme case in terms of upfront, one-time, big-dollar funding. And what one sees today, more than a decade after its SEI work began, is a whole host of changes and developments that build on the work done through the embedded experts in ways that position the department to provide a continuing, generative climate for innovation.</p> <p>Due to strong leadership and careful planning, the department was able to take advantage of several new lines of support and effectively institutionalize critical features of the SEI. The Teaching Initiatives Committee took on new agendas, key STLFs were retained (at least for a while), and a paired teaching program was piloted in which newly hired faculty members coteach a transformed course with an experienced colleague. So successful were the department's efforts that the Faculty of Science later committed to helping support paired teaching for new faculty members in all STEM departments, as well as funding a staff person in the embedded educational expert role.</p> <p>What about the TRESTLE departments, newer to this work, and doing it on a much slimmer budget? This question was complicated in the last year by the COVID-19 pandemic, making it hard to look at more than the immediate future. But in our final round of interviews, as we probed this question of sustainability, there was no shortage of promising prospects that would build on the TRESTLE experience. Among the most often mentioned: a pivot from individual courses to work on connections among courses and curricular coherence; attention to ethical issues that arise as the particular field moves in new directions; a stronger focus on diversity, equity, and inclusion and on closing achievement gaps; the development of more thoughtful forms of assessment to guide future improvement efforts; and finding new ways for students to help shape the future of teaching and learning.</p> <p>Our point here is not to capture all of the ways the departments are building on their use of embedded experts. Plans are no doubt shifting even as we write. But we are struck by an intriguing possibility: that the TRESTLE model of embedded educational expertise might in fact be especially compatible with this forward-looking concept of sustainability. At the end of the day, the work done by the four case departments was not a project with a beginning and an end. Their work was not only about this or that course transformation, or about individual faculty members who found better ways to teach. It was about starting conversations, building relationships, creating communities, and shaping department cultures that sustain and strengthen teaching innovation, inquiry, and improvement.</p> <p>This case study research was supported by funding from the Bay View Alliance and from the National Science Foundation under Grant Number DUE1525775. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. We are grateful to the many scholars at our case study departments who participated in our interviews and to the leaders of Transforming Education, Strengthening Teaching and Learning Excellence.</p> <p>Our point here—again perhaps obvious but worth stressing—is that there is no single model or the use of embedded experts. Indeed, what's needed is nimbleness and flexibility.</p> <ref id="AN0153046055-11"> <title> References </title> <blist> <bibl id="bib1" idref="ref2" type="bt">1</bibl> <bibtext> Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., &amp; Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America, 111 (23), 8410 – 8415. https://doi.org/10.1073/pnas1319030111</bibtext> </blist> <blist> <bibl id="bib2" idref="ref9" type="bt">2</bibl> <bibtext> Greenhoot, A. F., Aslan, C., Chasteen, S., Code, W., &amp; Sherman, S. B. (2020). Variations on embedded expert models: Implementing change initiatives that support departments from within. In K. White, A. Beach, N. Finkelstein, C. Henderson, S. Simkins, L. Slakey, M. Stains, G. Weaver, &amp; L. Whitehead (Eds.), Transforming institutions: Accelerating systemic change in higher education. Pressbooks. <ulink href="http://openbooks.library.umass.edu/ascnti2020">http://openbooks.library.umass.edu/ascnti2020</ulink></bibtext> </blist> <blist> <bibl id="bib3" idref="ref4" type="bt">3</bibl> <bibtext> Henderson, C., Beach, A., &amp; Finkelstein, N. (2011). Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature. Journal of Research in Science Teaching, 48 (8), 952 – 984.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref10" type="bt">4</bibl> <bibtext> LeMahieu, P. (2011, October 11). What we need in education is more integrity (and less fidelity) of implementation. Carnegie Commons Blog. https://<ulink href="http://www.carnegiefoundation.org/blog/what-we-need-in-education-is-more-integrity-and-less-fidelity-of-implementation/">www.carnegiefoundation.org/blog/what-we-need-in-education-is-more-integrity-and-less-fidelity-of-implementation/</ulink></bibtext> </blist> <blist> <bibl id="bib5" idref="ref11" type="bt">5</bibl> <bibtext> Middendorf, J., &amp; Shopkow, L. (2017). Overcoming student learning bottlenecks: Decode the critical thinking of your discipline. Stylus Publishing.</bibtext> </blist> <blist> <bibl id="bib6" idref="ref3" type="bt">6</bibl> <bibtext> National Research Council. (2012). Discipline-based education research: Understanding and improving learning in undergraduate science and engineering. National Academies Press. https://doi.org/10.17226/13362</bibtext> </blist> <blist> <bibl id="bib7" idref="ref13" type="bt">7</bibl> <bibtext> Pace, D. (2017). The decoding the disciplines paradigm: Seven steps to increased student learning. Indiana University Press.</bibtext> </blist> <blist> <bibl id="bib8" idref="ref1" type="bt">8</bibl> <bibtext> Seymour, E. (2001). Tracking the processes of change in US undergraduate education in science, mathematics, engineering, and technology. Science Education, 86, 79 – 105. https://doi.org/10.1002/sce.1044</bibtext> </blist> <blist> <bibl id="bib9" idref="ref14" type="bt">9</bibl> <bibtext> Shulman, L. S. (2004). Knowledge and teaching. In The Wisdom of Practice: Essays on Teaching, Learning, and Learning to Teach (pp. 219–248). Jossey-Bass. (Original work published in 1987).</bibtext> </blist> <blist> <bibtext> Wieman, C. (2017). Improving how universities teach science: Lessons from the Science Education Initiative. Harvard University Press.</bibtext> </blist> <blist> <bibtext> Wiggins, G., &amp; McTighe, J. (2005). Understanding by design (2nd expanded ed.). Association for Supervision and Curriculum Development.</bibtext> </blist> </ref> <aug> <p>By Mary Taylor Huber and Pat Hutchings</p> <p>Reported by Author; Author</p> <p></p> <p>Mary Taylor Huber is a Senior Scholar with the Bay View Alliance, and Senior Scholar Emerita at the Carnegie Foundation for the Advancement of Teaching. She has written extensively about changing faculty cultures in U.S. higher education, focusing especially on the scholarship of teaching and learning.</p> <p>Pat Hutchings is a Senior Scholar with the Bay View Alliance, previously with the Carnegie Foundation for the Advancement of Teaching. Her work has focused on a variety of strategies for creating a campus culture of teaching and learning: student learning outcomes assessment, the peer collaboration and review of teaching, and the scholarship of teaching and learning.</p> </aug> <nolink nlid="nl1" bibid="bib10" firstref="ref5"></nolink> |
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| Items | – Name: Title Label: Title Group: Ti Data: Dynamics of Departmental Change: Lessons from a Successful Stem Teaching Initiative – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Huber%2C+Mary+Taylor%22">Huber, Mary Taylor</searchLink><br /><searchLink fieldCode="AR" term="%22Hutchings%2C+Pat%22">Hutchings, Pat</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Change%3A+The+Magazine+of+Higher+Learning%22"><i>Change: The Magazine of Higher Learning</i></searchLink>. 2021 53(5):41-47. – Name: Avail Label: Availability Group: Avail Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 7 – Name: DatePubCY Label: Publication Date Group: Date Data: 2021 – Name: SourceSuprt Label: Sponsoring Agency Group: SrcSuprt Data: National Science Foundation (NSF) – Name: NumberContract Label: Contract Number Group: NumCntrct Data: DUE1525775 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Descriptive – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Departments%22">Departments</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink><br /><searchLink fieldCode="DE" term="%22Kansas%22">Kansas</searchLink><br /><searchLink fieldCode="DE" term="%22Indiana%22">Indiana</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/00091383.2021.1963154 – Name: ISSN Label: ISSN Group: ISSN Data: 0009-1383 – Name: Abstract Label: Abstract Group: Ab Data: The Bay View Alliance (BVA; https://bayviewalliance.org/) is a network of research universities working together to support and sustain the widespread adoption of instructional methods that lead to better student learning. The BVA's research action cluster on collaborative course transformation sought and received funding from the National Science Foundation for an initiative that embeds discipline-based educational experts in science, technology, engineering, and mathematics (STEM) departments to help facilitate such change. This initiative, Transforming Education, Stimulating Teaching and Learning Excellence (TRESTLE; https://trestlenetwork.ku.edu/), has been documenting the work of seven partner institutions. The focus of the research was mainly on change in departmental cultures of teaching as a condition for ongoing improvement in undergraduates' learning experience and success. These case studies took place from 2013 through 2020 in four departments: geoscience at the University of British Columbia (UBC), the undergraduate biology program at the University of Kansas (KU), physics at Queen's University in Canada, and computer science at Indiana University Bloomington (IUB). This article describes the context for TRESTLE's work, the different models of embedded expertise deployed by each department, and what they accomplished. It offers two crosscutting lessons and conclude with reflections on how such work can be sustained and built on. – Name: AbstractInfo Label: Abstractor Group: Ab Data: ERIC – Name: DateEntry Label: Entry Date Group: Date Data: 2021 – Name: AN Label: Accession Number Group: ID Data: EJ1313119 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1313119 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/00091383.2021.1963154 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 7 StartPage: 41 Subjects: – SubjectFull: Departments Type: general – SubjectFull: Educational Change Type: general – SubjectFull: STEM Education Type: general – SubjectFull: Teaching Methods Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: College Faculty Type: general – SubjectFull: Undergraduate Students Type: general – SubjectFull: Canada Type: general – SubjectFull: Kansas Type: general – SubjectFull: Indiana Type: general Titles: – TitleFull: Dynamics of Departmental Change: Lessons from a Successful Stem Teaching Initiative Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Huber, Mary Taylor – PersonEntity: Name: NameFull: Hutchings, Pat IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 0009-1383 Numbering: – Type: volume Value: 53 – Type: issue Value: 5 Titles: – TitleFull: Change: The Magazine of Higher Learning Type: main |
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