Promising Practices in Undergraduate Science, Technology, Engineering, and Mathematics Education Summary of Two Workshops (2011) / Chapter Skim
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7 Faculty Professional Development
7 Faculty Professional Development
Pages 53-59
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From page 53... ...
. He described the Delta Program in Research, Teaching, and Learning at the University of Wisconsin, Madison, which is designed to help current and future faculty succeed in the changing landscape of science, engineering, and mathematics higher education (see http://www.delta.wisc.edu/index.html)
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From page 54... ...
In a related vein, he called for longitudinal studies to examine how reformed teaching in introductory courses affects undergraduate students over the course of their college careers. He also stressed the importance of identifying the effective elements of existing programs, which would involve developing common metrics or benchmarks to measure program outcomes.
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From page 55... ...
Small-group and plenary sessions offer opportunities for new faculty to connect with innovators in physics education and physics education research and to form their own communities of practice as they implement effective teaching strategies.2 Krane and his colleagues measure the workshop's success in terms of the following three goals: 1. Involve a significant fraction of the newly hired faculty in physics and astronomy.
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From page 56... ...
Finally, Krane credited much of the workshop's success to strong support from the physics professional societies. In particular, the backing of the research-based professional societies has enhanced the workshop's credibility at the research universities, making department heads more likely to support faculty participation.
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From page 57... ...
As she explained, category I is pure lecture; category II is lecture with some demonstration and minor student participation; category III involves significant student engagement with some minds-on and handson involvement; category IV includes active student participation in the critique and in carrying out experiments; and category V constitutes active student involvement in open-ended inquiry resulting in alternative hypotheses, several explanations, and critical reflection. In Ebert-May's evaluations, the majority of instructors fell into catego 3 For more detailed information about the FIRST workshops, see https://www.msu.
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From page 58... ...
Discussing her work with professional societies, Manduca explained that uninformed faculty are at one end of the spectrum and those who actively research the impact of specific curriculum changes are at the other end. Informed faculty who make use of the research and observe how their teaching affects student learning are in the middle.
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From page 59... ...
Manduca said the workshop has legitimized teaching as a topic of discussion, oriented disciplinary research networks toward education, and created a culture of sharing information and resources. Given that geosciences faculty turn to their colleagues for information on teaching, Manduca explained that departments are the most proximal source of support or discouragement for changes in practice.
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