Professional development for faculty and future faculty / Institutional change

Use the discussion thread to record the questions you would most like GER to tackle and answer on your behalf.

Professional development for faculty and future faculty -- Discussion  

What is the range of ways to engage faculty to adopt active learning? Which are more efficient at promoting change?
What is the range of cost-effective way to support that change?
How might instructors who use active learning best encourage more traditional faculty to change?
What would change faculty attitudes toward adoption of evidence-based instructional approaches? What types of "gateway experiences" are effective?
What works for different populations, departments, institutional types, etc.?
What PD is already available at institutions, and how might types or amounts of support correlate to instructional culture?
What are effective models to incentivize faculty behavior change in teaching?
What some of the factors within the institutional structure that support change in practice? What alternate models for incentives might be effective?
What are the existing faculty value structures that can be tapped into to make change a "win-win"?
What is the relative importance of professional development within discipline versus outside the discipline?
What is the relative success/role of where change is initiated (institution level, department level)?
What is the critical mass tipping point of instruction adoption within a department (or is there one)?
What is the role (or what are the characteristics of) of individual "thought leaders" within a department?
What is the role of student demand in shifting instructional practice?
What are the value structures within a department or institution that incentivize change?


Share edittextuser=18919 post_id=32309 initial_post_id=0 thread_id=11909

What is the time frame within which students at different types of institutions "buy-in" to new approaches to instruction?
What drives departmental decision-making? Which actors are most influential, and how can their influence be leveraged?


Share edittextuser=18919 post_id=32330 initial_post_id=0 thread_id=11909

What is the variety of ways that change is propagated through a department?


Share edittextuser=18919 post_id=32363 initial_post_id=0 thread_id=11909

What is your institution doing with regard to PD or institutional change? What do you think needs to be done?

-Looking for curriculum revision, revision of labs, how TAs are leading or running the labs- multi-departmental scope

-At university level, center for faculty excellence, teaching/learning fairs, faculty learning communities on specific topics, NSF funded program for science faculty to talk about education once/month. Don't feel does adequate job at university level, thrown together with lots of disciplines that don't understand each other. Need more specific PD? Conference like EER more specific to discipline may be more helpful. How discipline specific should faculty PD be to be impactful?

-New faculty member participated in early career workshop and loved it. Sent another to AAG conference, loved it. Does the research show that these are indeed great and valuable? Funding is being cut, and need evidence to support PD especially for new faculty. Participants need to be able to implement best teaching practices. What kind of published research exists to support efficiency of PD programs? Evidence of published results go a long way toward skeptics toward effective teaching change. What kind of published research exists to support the effectiveness of research based instructional practices? Journal articles are helpful but don't know where to find them. Journal for non-specialists (like web-MD) written for the average population would be helpful. Maybe highlight most recent studies on SERC website? Need easier access to new research. The more specific, the better (eg, similar class). Show how difficult and how much effort reform strategies include.

-Training for TAs is way too general- was for all TAs in the university. Adjuncts don't have access to PD, only faculty. They said "do active learning" but I don't know what it is. More helpful to see discipline specific examples. Evidence shows adjuncts are increasing, we need to learn how they are learning how to teach, research into adjuncts. Activities are not available. Are adjuncts teaching differently are they disadvantaged, are they acting differently. How to include PD for adjuncts in the very limited budget? How effective is giving mentors, physically or digitally. Studying different types of instructors, adjuncts and tenure-track. What kinds of needs do adjunct instructor-s have in order to be effective instructors at their institution and how are those needs met? Some institutions are finally giving adjuncts rights similar to faculty.

-We have good evidence that multi-day intense face to face PD is influential. What is the minimal amount of touch that influences change in teaching practices? Need to compare different scalable intervention strategies. With limited budget where do we use it? Tried a few, instead of single workshops we have EER. But not everyone can come to EER. Does having 1-2 people from a department impact? Compare types of interventions to see which are impactful. All adjuncts teaching in STEM together for PD, but can't do until have evidence.

What role does PD play in institutional change?
-Showing how PD is successful in some places can help inform how to make successful in others.


Share edittextuser=11108 post_id=32378 initial_post_id=0 thread_id=11909

PD should include: Examples (e.g., geoscience specific applications of strategy), Model (e.g., video of someone explaining strategy or mock teaching/teaching demo), and Mentoring (someone to contact if we have questions/concerns, to check in with)


Share edittextuser=11108 post_id=32418 initial_post_id=0 thread_id=11909

Join the Discussion

Log in to reply

« Previous Page