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Faculty Development and STEM Education Reform

Faculty Development and STEM Education Reform . Susan Elrod, Project Kaleidoscope at AAC&U elrod@aacu.org FIPSE Project Director’s Meeting November 7, 2011 Washington, DC http://www.aacu.org/pkal. Challenges. Faculty knowledge about learning and effective pedagogy and assessment

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Faculty Development and STEM Education Reform

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  1. Faculty Development and STEM Education Reform Susan Elrod, Project Kaleidoscope at AAC&Uelrod@aacu.orgFIPSE Project Director’s MeetingNovember 7, 2011Washington, DChttp://www.aacu.org/pkal

  2. Challenges • Faculty knowledge about learning and effective pedagogy and assessment • One solution - faculty learning communities and long-term programs to help faculty learn • Examples from PKAL, universities, Center’s for Teaching and Learning

  3. Project Kaleidoscope (PKAL) • National organization dedicated to “advancing what works in undergraduate STEM education” • Cross disciplinary community of nearly 7,000 people at over 1,000 colleges, universities, and organizations • Association of American Colleges & Universities (AAC&U) affiliation http://www.aacu.org/pkal

  4. Challenges • No motivation/incentive to change teaching practices • One solution – create standards and rubrics for measuring effective teaching based on research • Use Chickering’s Good Practices, Recommendations in Vision and Change report (AAAS, 2011), AAC&U’s High Impact Practices …

  5. From AAAS Vision & Change • Focus on Student-Centered Learning • Engage students as active participants, not passive recipients. • Use multiple modes of instruction. • Ensure that undergraduate biology courses are active, outcome oriented, inquiry driven, and relevant. • Facilitate student learning within a cooperative context. • Integrate multiple forms of assessment to track student learning. • Give students ongoing, frequent, and multiple forms of feedback on their progress. • View the assessment of course success as similar to scientific research and apply the assessment data to improve and enhance the learning environment.

  6. Challenges • Lack of leadership that promotes a focus on undergraduate STEM learning and success • One solution – launch a coordinated initiative that links institutional goals with an action research agenda that is inquiry/data driven

  7. Institutional Action Research • Start w/ institutional and program data to ask strategic questions about student learning and success as connected to institutional goals, plans and priorities in STEM • Engage faculty in discussion of data • Form teams, supported appropriately, to investigate and create plans for solving critical issues • Continue to monitor progress, from an institutional perspective

  8. Institutional Retention Data

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