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Implementing Practices That Lead to Institutional Change:

This paper discusses the implementation of practices that lead to institutional change in science education, including support from faculty and administration, recognition through grants and awards, and dissemination through various channels. It also highlights successful interdisciplinary curriculum reform efforts at different institutions.

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Implementing Practices That Lead to Institutional Change:

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  1. Implementing Practices That Lead to Institutional Change: Faculty Development Kaci Thompson, University of Maryland Joe Watkins, University of Arizona

  2. Institutionalizing innovations in science education requires • Support from faculty • Support from administration • Recognition through competitive grant funding and national awards • Dissemination through articles, books, workshops, and national meetings – Joint Meeting of HHMI Program Directors and HHMI Professors, 2006

  3. Programs and practices that contribute to the success of interdisciplinary curriculum reform efforts • Examples from a sampling of different institutions • Small group discussion • Report back

  4. University of Arizona History of Interdisciplinary Research • Graduate Interdisciplinary Programs applied mathematics, biomedical engineering, cancer biology, genetics, insect science, neuroscience, physiological sciences, statistics • Interdisciplinary Training Programs IGERT - genomics, biomath/biophysics, geology/archeology • Interdisciplinary Seminars Quantitative Biology Colloquium • Quantitative Biology Consortium • GK-12 Experiences CATTS and BioMe

  5. University of Arizona Undergraduate Opportunities • HHMI Biomath Integral Calculus Differential Equations Statistics • Interdisciplinary UBRP Math, Computer Science, Physics, Engineering • Q-Bio Modules for quantitative thinking in the life sciences • Integrated Science Program • Mathematics Courses Mathematical Ecology, Mathematical Modeling

  6. University of Maryland • Mini-grants for curriculum development • Team-based approach • Interdisciplinary projects • Infusing math into intro biology (MathBench) • Calculus for the life sciences • Physics for biology majors

  7. University of Maryland • Support for curriculum development • HHMI, NSF CCLI, internal • Faculty release time or summer salary • Support for graduate students and/or postdocs to assist with development and implementation

  8. University of Maryland • College-based Teaching and Learning Center • Resource library • New faculty orientation • Workshops • Visiting Teacher/Scholars • Individualized assistance with course development, assessment and dissemination • Travel grants to attend workshops and conferences

  9. Harvey Mudd College • Faculty from different disciplines share responsibility for guiding interdisciplinary courses, rather than taking sole responsibility for only part of the course • Each faculty member receives full teaching credit for their involvement in team-taught interdisciplinary courses • Colleagues (local and non-local) are invited to sit in or give guest lectures

  10. Truman State University • Use interdisciplinary research projects to develop faculty sensitivity to interdisciplinary work and train students to approach biological questions from an interdisciplinary perspective • This created an infrastructure that enabled the creation of a new interdisciplinary minor in mathematical biology

  11. University of Richmond • Recently developed courses involving multiple departments • Scientific Calculus (Mathematics, Biology, Chemistry) • Mathematical Models in Biology and Medicine (Mathematics, Biology) • Biological Imaging (Computer Science, Biology) • Bioinformatics (Computer Science, Biology) • Biological Physics (Physics, Biology)

  12. University of Richmond Strategies for faculty involvement in interdisciplinary course development Idea formulation phase • Faculty members sit in on each other’s courses Development phase • Reassigned time for faculty in both departments • Undergraduates interview faculty in related departments to find examples and datasets Implementation phase • Team teach the course. • Each faculty member receives full teaching credit for their involvement in the course Follow-up phase • Client advisor: During the 2nd offering, a faculty member other than those teaching the course reviews the course for relevance

  13. Small Group Discussion • What are the formal and informal practices at your institution that facilitate faculty involvement in interdisciplinary curriculum reform? • What are the challenges to institutional change? • What strategies and practices are needed to facilitate institutional change (to move the adoption curve forward)?

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