How-Curriculum-Word-Redefines-Technical-Faculty-Roles-in-the-Community-College

Objec&ves   q Objec&ve  #1:  Provide  a  snapshot  summary  of  five   different  NSF  grants  targe&ng  faculty  development  to   improve  STEM  educa&on     q Objec&ve  #2:  Create  an  opportunity  for  par&cipant   sharing  of  work  and/or  concerns  regarding  faculty   development  to  improve  STEM  outcomes       q Objec&ve  #3:  Synthesize  strategies  used  across  NSF   grants  to  uncover  shared  prac&ces,  findings,  and   implica&ons  for  future  research     Pamela  L  Eddy,  College  of  William  &  Mary   q Project  Goals—high-­‐impact,  evidence-­‐based   PD  and  co-­‐curricular  prac&ces  to   q Improve  student  success   q Broadened  par&cipa&on   q Support  geoscience  career  pathways   q PD  modali;es   q Face-­‐to-­‐face—Cohort  1  (4-­‐year  par&cipa&on)   q Virtual—Cohort  2  (2-­‐year  par&cipa&on   DUE  1525593,  1524605,  1524623,  and  1524800       h[ps://serc.carleton.edu/sage2yc/index.html     How  Curriculum  Work  Redefines   Technical  Faculty  Roles  in  the   Community  College   Debra  Bragg   Community  College  Research  Ini&a&ves   University  of  Washington  Sea[le   Center  for  Advanced  Automo&ve   Technology   •  $4.8M  -­‐  NSF  Advanced  Technological  Educa&on  (ATE)   Regional  Center  (September  2010  –  present)   •  Macomb  Community  College  in  partnership  with  Wayne   State  University   •  Approach:   –  Offer  seed  funding  to  create,  adapt,  and  reform  curriculum   –  Establish  2+2+2  educa;onal  pathways   –  Share  resources  via  website   –  Integrate  STEM  concepts  into  K-­‐12  curricula   –  Create  academic  and  industry  partnerships   –  Prepare  students  for  advanced  automo&ve  technology   careers   Lessons  on  Faculty  Development   •  “Faculty”  –  broadly  defined   •  Faculty  development  through:   –  Curriculum  development  work   –  Teaching,  guiding,  and  suppor&ng  other  faculty   –  Student  engagement  and  experimenta&on  (e.g.,   curriculum  pilots)   –  Adapta&on  to  other  sehngs/levels   –  Networking  and  outreach   Learning Data Analytics: Providing Actionable Insights to Increase College Student Success (NSF #1444789) Jaime Lester, Higher Education (Co-PI); Huzefa Rangwala, Computer Science (Co-PI); Aditya Johri, Information Science & Technology; Carrie Klein, Higher Education George Mason University Grant  Overview   Project  Objec;ves:       Develop  new  computa&onal  methods  to  analyze  large  and  diverse  types  of  educa&on  and  learning-­‐related  data  to  improve   undergraduate  educa&on  by  addressing  three  cri&cal  issues:     •  discovering  successful  academic  pathways  for  students;   •  improving  pedagogy  for  instructors;  and,   •  enhancing  student  reten&on  and  persistence  for  ins&tu&ons     Central  Thesis:     Mining  this  collec&on  of  data  will  provide  ac&onable  insights  that  will  make  a  difference  for  all  stakeholders     Our  Approach:   Qualita&ve  case  study  at  a  large  public  research  ins&tu&on  in  the  Mid-­‐Atlan&c  region  of  the  U.S   •  Focus  group  interviews  and  observa&ons  with  35  faculty  and  advisors   •  Focus  group  interviews  with  87  undergraduate  students   •  Produced  one  monograph  (published)  and  four  ar&cles  (one  in  press,  three  under  review)  focused  on  incen&ves   and  barriers  to  use  of  analy&cs  data  and  dashboards    Produced  one  related  edited  book  (in  press)   Learning Data Analytics: Providing Actionable Insights to Increase College Student Success Findings: Incentives & Barriers to Faculty, Advisor, & Student Use of Analytics Data & Dashboards   Icons  licensed  and  used  under  CC  2.0  Designs  altered  from  original  A[ributed  to  Andoloussi,  H.,    Hehex,  D.,  Sargin,  B.,  Teleymon,    Wildmoser,  G.,  via  The  Noun  Project   Small  Group  Ac&vity   q Pick  a  group:   –   Curriculum  and  Instruc&on  Strategies   –   Faculty  as  Adult  Learners   –   Using  Data  to  Improve  Prac&ce     q   See  handout  for  guiding  ques&ons   #AERA2018NSF   Repor&ng  Out   q What  ins&tu&onal  changes  best  support   faculty  development  to  improve  STEM   educa&on?     q How  might  ins;tu;onal  type  influence  the   ways  in  which  change  occurs?     q What  are  the  implica&ons  for  scholarship   moving  forward?   Summary   q   Commonali;es  across  projects  suppor&ng   faculty  development   q   Evidence-­‐based  teaching  strategies   q   Border-­‐crossing  for  partnerships   q   Ins&tu&onal  type  ma[ers   q Real  partnerships  create  change   q Rela&onship  building  and  social  networks   q Understanding  change  models   Thank  you!