The Integration of Research, Teaching and Learning: A Lever for Institutional Change

1. The Integration of Research, Teaching and Learning: A Lever for Institutional Change Robert D. Mathieu Department of Astronomy Center for the Integration of Research, Teaching and Learning University of Wisconsin - Madison

2. The National Issue (U.S.) • Increasing need for STEM-prepared work force • Persistently high STEM undergraduate attrition rates • Increasing institutional fragmentation of teaching and research • Doctoral programs greatly emphasize career preparation in research • Most faculty positions expect career-long success in research and teaching, with different balances depending on institution Undergraduate students perceive that STEM teaching is neither effective nor motivating

3. Center for the Integration of Research, Teaching and Learning Mission To develop a a national STEM faculty committed to implementing and advancing effective teaching practices for diverse student audiences as part of their professional careers.

4. What is CIRTL About? Preparing STEM graduate students and post-docs for successful careers that integrate forefront research and superb teaching and learning

5. CIRTL Strategy Undergraduate Education Masters University Comprehensive University Liberal Arts Research University 2-yr College 80% Ph.D.’s 100 Research Universities

6. The Core Ideas of CIRTL • Teaching-as-Research • STEM Professor as Change Agent • Hypothesize, experiment, observe, analyze, improve • Self-sustained improvement of STEM education

7. Spring 04 Spring 05 Teaching-as-Research Assessment of student performance with and without active learning material 90 80 70 * * 60 * * percent of students struggling with concept 50 40 30 20 10 0 CMFR PFR material characteristic graphing/ reflect on results solving equation balances time *p < 0.02 concept

8. The Core Ideas of CIRTL • Teaching-as-Research • STEM Professor as Change Agent • Hypothesize, experiment, observe, analyze, improve • Self-sustained improvement of STEM education • (Interdisciplinary) Learning Community • Support growth in teaching and learning • Graduate student, post-doc, faculty community • Foundation for institutional and national change

9. The Learning Community in Action College Classroom Effective Teaching with Technology Delta Certificate Instructional Materials Development Internships Workshops Informal Education Roundtable Dinners CCLE Expeditionary Learning Faculty Jobs!

10. The Core Ideas of CIRTL • Teaching-as-Research • STEM Professor as Change Agent • Hypothesize, experiment, observe, analyze, improve • Self-sustained improvement of STEM education • Learning Community • Support growth in teaching and learning • Graduate student, post-doc, faculty community • Foundation for institutional and national change • Learning-through-Diversity • Excellence and diversity are necessarily intertwined • All students bring an array of experiences and skills • Learning of all students is enhanced if all engaged

11. Learning through Diversity

12. The Delta Program in Research, Teaching and Learning The CIRTL Laboratory: Implementation at the Univ. of Wisconsin

13. Delta Program Graduate Students Post docs Effective Teaching with Technology College Classroom Informal Education Delta Certificate Instructional Materials Development Internships Workshops Diversity In the Classroom Roundtable Dinners International Faculty, Inter. Students Expeditionary Learning CCLE Staff Faculty

14. Teaching-as-Research in Action Delta Internships “Research Assistantships in Teaching” Materials Science

15. Teaching-as-Research in Action

16. The Learning Community in Action College Classroom Effective Teaching with Technology Delta Certificate Instructional Materials Development Internships Workshops Informal Education Roundtable Dinners CCLE Expeditionary Learning Faculty Jobs!

17. Successful Outcomes • “During my interviews for faculty positions, I received a lot of positive • attention for my interest in scientific teaching. I believe my involvement in • the Delta and HHMI New Generation activities at UW-Madison made my • application stand out, and my exposure to teaching and learning issues • through these programs contributed to rich discussions with faculty at other • institutions. My participation in Delta and HHMI activities has helped me to • feel better prepared for teaching and mentoring, and given me a lot of • confidence as I head off to my my first faculty job this fall.” • - Angela Kent • Assistant Professor, University of Illinois at Urbana-Champaign

18. Delta Central The Learning Community in Action College Classroom: Multi-campus Gillian-Daniel (Delta) Manske (Delta) Petto (UWM) Teaching Statistics Nordheim (Stats) Delta Certificate Gillian-Daniel (Delta) College Classroom Walz (MATC) Balster (Soil Science) Informal Ed. – After- School clubs Dolly Ledin (CBE) Internships Gillian-Daniel (Delta) Mathieu (Astro) Manske (Delta) Effective Teaching w. Tech Blanchard (Eng. Phys) Wolf (DoIT) Broader Impact Workshops Masters (BioEng) Pfund (Delta) Gillian-Daniel (Delta) College Classroom: Online Courter (ELC) Gruber (Biochem) Workshops Bubenzer (L&S) Masters (BioEng) Timbie (Physics) Instructional Materials Development -Biology Tong (CBE) Jeanne (Entomology) Roundtable Dinners Ackerman (AOS) Callahan (Grad School) Diversity in the College Classroom Gillian-Daniel (Delta) Manske (Delta) Informal Ed. Crone (Eng. Physics) Dunwoody (Journ) Research Mentor Training Pfund (Delta) STEM faculty and staff CCLE Bubnezer (L&S) Expeditionary Learning) Harris (Zoology) Desmond (Delta) Underwood (Physics) Teaching Large Classes Balser (Soil Science) International Faculty, International Students Barger (WCER) Wu (CEE)

19. Seminar Topics: • Establishing a good relationship with your mentee • Learning to Communicate • Establishing Expectations • Understanding • Addressing Diversity • Ethics • Independence • Developing a Mentoring Philosophy

20. Changes in Behavior of the Mentors Pfund et al. Science 311, 473 (2006)

21. Alignment of Ratings of Skills by Undergraduates and their Corresponding Mentors *significant change in ratings; Pfund et al. Science 311, 473 (2006)

22. Impact … • on the Individual • on the Institution • on the Nation

23. Extremely Dissatisfied Extremely Satisfied Satisfied Capacity Neutral Dissatisfied Impact on the Individual 1719 Graduates-through-Faculty Delta Participation Summer 2003 – Summer 2008 • Participation • Satisfaction • Learning • Application • Affect on Undergraduate Learning 600 800 600 400 200 0 500 400 3 1 7 300 200 9 3 8 9 8 1 1 9 0 100 5 1 4 7 4 3 0 Faculty Post-Docs Graduate Students Staff F ac ult y P os t D oc s Gr a d u a t e St u d e n t s S t a ff

24. Impact on the Individual Attitudes • Half of the Delta participants interviewees said • their attitudes had changed. Changes include: • greater appreciation for • research on teaching and learning • the value of learning communities associated with teaching • greater • excitement about teaching • value for student interest in learning • responsibility toward all learners • more positive attitude toward academic jobs • belief that the teaching and learning system in higher education can be changed

25. D e l t a d o s a g e D e l t a d o s a g e n o n e l o w m i d i g h t o t a l s n o n e l o w m i d i g h t o t a l s E a r l y d o c 4 4 4 1 2 E a r l y d o c 4 4 4 1 2 I n i t i a l e x p e r . M i d d o c 4 4 4 1 2 I n i t i a l e x p e r . M i d d o c 4 4 4 1 2 4 4 3 3 4 4 3 3 W W i i t tt h h D D e e l t a L a t e d o c 2 2 4 4 7 7 6 6 6 6 W W i i t t h h D D e e l l t t a a L L a a t t e e d d o o c c 2 2 4 4 7 7 6 6 6 6 1 1 7 7 1 1 7 7 P P o o s s t t d d o o c c 6 6 3 3 4 4 4 4 P P o o s s t t d d o o c c 6 6 3 3 4 4 4 4 T T o o t t a a l l s s 3 3 0 0 1 1 8 8 1 1 8 8 1 1 8 8 8 8 4 4 T T o o t t a a l l s s 3 3 0 0 1 1 8 8 1 1 8 8 1 1 8 8 8 8 4 4 Impact on the Individual 5-yr Longitudinal Study D e l t a d o s a g e D e l t a d o s a g e n o n e l o w m i d h i g h t o t a l s n o n e l o w m i d i g h t o t a l s E a r l y d o c 4 4 4 1 2 E a r l y d o c 4 4 4 1 2 Initial Experience In Delta M i d d o c 4 4 4 1 2 M i d d o c 4 4 4 1 2 L a t e d o c

26. 2 2 1 6 Faculty 13 Post-Docs 3 Govt./Industry From Longitudinal Study Sample of 54 Impact on the Individual 5-yr Longitudinal Study Undergraduate Education Masters University Comprehensive University Liberal Arts Research University 2-yr College

27. Impact on the Individual • Participation • Satisfaction • Learning • Application • Affect on Undergraduate Learning • Across the Nation

28. Impact on the Institution Teaching and Learning Community Delta Participation Summer 2003 – Summer 2008 600 800 600 400 200 0 500 400 3 1 7 300 200 9 3 8 9 8 1 1 9 0 100 5 1 4 7 4 3 0 Faculty Post-Docs Graduate Students Staff F ac ult y P os t D oc s Gr a d u a t e St u d e n t s S t a ff

29. Impact on the Institution Interdisciplinary Connections Delta Participation Summer 2003 – Summer 2008 800 600 400 200 0 600 500 400 3 1 7 300 200 9 3 8 9 8 1 1 9 0 100 5 1 4 7 4 3 0 Physical Engineering Biological Social Sciences Sciences Sciences F ac ult y P os t D oc s Gr a d u a t e St u d e n t s S t a ff

30. Impact on the Institution 8 6 8 4 P - v a l u e = 0 . 0 0 4 8 2 8 0 Percent Exam Score 7 8 7 6 7 4 7 2 7 0 L e s s t h a n 7 5 % C l i c k e r U s e M o r e t h a n 7 5 % C l i c k e r U s e P e r c e n t C l i c k e r U s e First 5-week exam Final exam Enhanced Undergraduate Education 1000 students per year

31. Impact on the Institution • Dear Bob: • It has been my pleasure to work with Sarah and Eric, • not only because they are fine individuals, but because • it has permanently changed the way I look at teaching. • I would never have come up on my own with the • approaches these two are trying. Sarah's concept quizzes • have turned out to be an extraordinary avenue • to get weekly feedback on what the students do and • do not understand. • - Professor Laurel Goodwin • UW Geology Department Enhanced Undergraduate Education “The Trickle-Up Effect”

32. Teaching-as-Research in Action

33. Enhanced Success of Graduate Students • “Truly Delta was a major part of me securing the job at Augustana. When I talked to people there about my application, they all said how impressed they were that I had made the time for teaching training as well as research, and how well I formed my application specifically to their position (a skill I learned in a Delta course!). This experience has been SO valuable! • I have learned so much being a part of Delta, and I really cannot imagine starting such a job without the strong foundation that I have.” • Asst. Professor • Augustana College

34. Enhanced Success of Graduate Students • “Jenny has been a great PhD student. She has accomplished so much in • research and graduate with at least 4 first author papers to her credit. • Jenny is my first PhD student and I am therefore especially vested in her • success. While I was able to contribute in her research journey, her training • in teaching would not have been possible had it not been for the Delta program. Thanks to the Delta program for training students like Jenny in the art and science of teaching, which were central to her success in moving right into a faculty position. • I look forward to contributing to the Delta program. So please let me know • how I can help.” • Assistant Professor, Obstetrics and Gynecology • Advisor, Asst. Professor, Augustana College

35. Impact on the Institution National Call for Change ‘Research directorates should expand resources for educational activities that integrate education and research.’ - Shaping the Future, NSF, 1996 Enhanced Research Funding A Digression

36. Impact on the Institution Enhanced Research Funding National Demand for Change Broader Impact Criterion ‘How well does the activity advance discovery and understanding while promoting teaching, training, and learning? How well does the proposed activity broaden the participation of underrepresented groups? To what extent will it enhance the infrastructure for research and education? Will the results be disseminated broadly to enhance scientific and technological understanding? What may be the benefits of the proposed activity to society?

37. Impact on the Institution Enhanced Research Funding National Incentives for Change • NSF Graduate Fellowships • NSF Post-Doctoral Fellows • NSF CAREER Award • NSF Distinguished Teaching Scholars

38. Impact on the Institution Enhanced Research Funding Institutional Capacity for Change We strategically positioned the Delta Program to enhance both the research missionand the teaching mission of the research university by providing PIs with the capacity to effectively address the broader impact funding criterion

39. Impact on the Institution Enhanced Research Funding • “A strength of the proposal is the broad impact that will result from • the synergistic involvement of three graduate students simultaneously, • all of whom are involved in the Center for Integration of Research, • Teaching and Learning. These students are being trained in outreach • skills and will participate in the application of Digital Data Maps, • which will have wide use in teaching and research.” • - Panel Review for funded NSF research proposal • UW Geology Department

40. Impact on the Institution Enhanced Research Funding

41. Impact on the Institution Center for Limnology Enhanced Research Funding Materials Research Science And Engineering Center

42. Impact on the Institution Summary • Legacy of enhanced learning on campus • Growth of teaching and learning community • Enhanced research success (funding and performance) • Expanded impact of graduate education • Faculty success (tenure, student hiring … ) • Enhanced recruitment of grad. students and post-docs Institutional change toward integrating research, teaching and learning

43. NSF funds U. Wisc. Budget Volunteer 100 Percentage of Support Instructors Operations Budget 50 0 2007-08 2004-05 2003-04 2005-06 2006-07 Impact on the Institution Institutionalization of the Delta Program

44. Learning-thru-Diversity in Action Impact on the Nation The CIRTL Network Teaching-as-Research Learning-through-Diversity Learning Community

45. Impact on Another Nation

46. Ultimate Impact on the Nation A decade from now we envision that current STEM graduate students will be leaders of a national faculty for whom the integration of research, teaching and learning is taken as a given, and that they will have the skills and abilities to make it happen.

47. Ultimate Impact on the Nation University of Michigan Unity College University of Illinois Urbana-Champaign Ain Shams Univ., Cairo UW - Madison Madison Area Tech College Lawrence University Carleton College U.S.G.S Purdue University Tufts University Gillette College

48. What does this mean for our graduate students? • Being more effective teachers throughout • their careers. • A competitive advantage for faculty positions, • and a head start as junior faculty members. • Increased success in obtaining NSF Graduate Fellowships, CAREER awards, and research funding.