In Institutional titutional Tra ransf sforma ormation: tion: - - PowerPoint PPT Presentation
In Institutional titutional Tra ransf sforma ormation: tion: Models and Strategies of Institutional Change in Practices for Undergraduate Teaching and Research Sylvia Hurtado University of California, Los Angeles July 2017 10.0 12.0
Sylvia Hurtado University of California, Los Angeles July 2017
0.0 .0% 2.0 .0% 4.0 .0% 6.0 6.0% 8.0 .0% 10.0 .0% 12.0 .0% 14.0 .0% 1971 1972 1973 1974 1975 1976 1977 1978 1979 1980 1981 1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
UR URM White/ hite/Asia Asian To Total tal
Biologic
al Science, ence, 42.7 42.7 Arts & H Humani anities, es, 8.0 Psychol chology
, 7.3 Social al Sciences, nces, 6.8 Agriculture culture, 6.0 Busi siness, ness, 5.5 Other er STEM M , 5 5.0 Healt lth Pre- profession essional, al, 4.4 Educat ation,
Other er major
, 11. 1.8
Of students who aspired to major in the biological sciences in the beginning of their freshman year, what is their final major?
Prior r Preparation paration
Average high school GPA + Student-centered pedagogy factor + SAT composite score (100) + Years of HS study: Mathematics or Biological science +
Entering Aspirations and Expectations
Communicate regularly with professors + TFS Academic Self-Concept + Ph.D./Ed.D. degree aspiration + Medical degree aspiration + Grading on a curve
Knowledge Persuasion Decision Implementation Confirmation
Rogers, Diffusion of Innovations, Free Press, 2003 Awareness
Evidence- based Practice Convincing One or More to Learn or Try
Weighing Pros and Cons Favorable to Change Limited or Broad Scale, Trying it Out Action Leads To Motivation
Compare Results Wieman “bring the teaching and research aspects of the culture much closer together “ to facilitate change in Impro proving ving How w Un Univer ersit sities ies Teac ach h Sc Science ce (2017)
Instructional Practices: An Analytic Review of the Literature, Journa
l of Resear search h in Sc n Science nce Teaching, 48, 8, 952-984
The first and most important lesson I’ve learned is to apprec reciat iate e the diffic iculty ulty that at some e stud uden ents ts have with h the material erial and to make sure re that they don’t feel judged for the difficulty that they’re having, to express the idea that some of this material is challenging, it is different from anything that they’ve had before. Some of it is not intuitive, and that’s okay. It’s okay to struggle with it, and many people do. They won’t be judged harshly for not getting it right away. ─ Professor in Ecology and Evolutionary Biology, Introductory Classroom Data
One of the things that I pushed throughout [my career] was that we have to get this from many different levels. We have to train junior
the next generation of post-docs and graduate students. We have to provide grant incentives. We have to provide awards. We have to provide negative reinforcement for the other ways [that reduce STEM success]. Just in every angle, I see different ways of either rewarding
There was a lot of opposition from other units who thought that these active learning classrooms were a fad, a waste of time, and didn’t believe the data that showed that it was very effective for student learning. That’s how the building got to be [with key champions], and as with anything new, there were bumps in the road, and there was student resistance at the beginning….It’s not what most universities were doing, and so that was a little, “What’s going on here?” Frankly, some of the things we said to them didn’t help. The first one or two semesters, basically, we told them it was an experiment, so they’re guinea pigs. Well, that—that did not go over well, so we soon learned to say, “No, this isn’t an experiment. We know this works well. We’ve seen the grades of students who came through this university before and after this, and there’s a big
students, you’re not suffering. Associate Dean, Public Research University- Exemplar Case Studies Data
Samp mple le
producing STEM degrees overall, or among a particular underrepresented racial group of interest
frontier analysis identified ‘exemplar’ campuses
directors, and upper level administrators were interviewed at each institution
practices and the overall context for STEM education
Coding ng and Analysis lysis
used to code
larger themes followed by axial coding to determine how themes were interconnected.
displaying the data within each code in spreadsheets by institution.
between institutions.
Organi anizatio ational al Perspe spect ctiv ive e for
Chan angin ing g Nor
s in in S STEM M Teachin aching g an and L d Lear arni ning ng
1. Pedag agogi
cal Experime menta ntation tion Begi gins ns 2. 2. Dis isse semi mina nation tion
ative Ideas as 3. 3. Chang nge Efforts ts Gain in Momentu ntum 4. 4. Chang ngin ing g Min indset sets s for Faculty lty Buy-in in 5. 5. Scaling ling and Sustai aini ning ng Chang nges s in in Pract ctice ce
Efficiency iciency in STE TEM Degr gree ee Comple mpletio ion Inst stit itutio utional nal STE TEM Inter erventio entions ns
Attent ntio ion n to Diversit sity y within hin Instit titut utio ional nal Culture ure
Exter ernal nal Pressur ssures es
Insti stitu tuti tional
Cultu ture e around d STEM Teachi ching ng and Learning ng
Organi anizatio ationa nal l Perspect spectiv ive e for
Chan angin ing g Nor
s in in S STEM M Teachi aching g an and L d Lear arnin ing g
1. Pedag agogi
cal Experime menta ntation tion Begi gins ns 2. 2. Dis isse semi mina nation tion
ative Ideas as 3. 3. Chang nge Efforts ts Gain in Momentu ntum 4. 4. Chang ngin ing g Min indset sets s for Faculty lty Buy-in in 5. 5. Scaling ling and Sustai aini ning ng Chang nges s in in Pract ctice ce
Attent ntio ion n to Diversit sity y within hin Instit titut utio ional nal Culture ure
Exter ernal nal Pressur ssures es
Insti stitu tuti tional
Cultu ture e around d STEM Teachi ching ng and Learning ng
Inst stit itutio utional nal STE TEM Inter erventio entions ns Efficiency iciency in STE TEM Degr gree ee Comple mpletio ion
Changin ging g Norms s in Teachin ing and Innovat atio ion
“The Livi Living ng Lea earning ning Comm mmunitie nities, s, I thi think nk, ar are really eally a good mo model del for agai again ma makin king sur ure stude dents nts don’t fall fall thro through ugh th the cra cracks
They co come me in, n, and you ha have a fac faculty ulty dire irector
who knows ws th these ese 24 24 kid kids really eally well, ell, and and so so whe when somebody’s strugglin ling, you know it it. It’s th those se hi high gh-touch thi thing ngs that that we we ca can do do… We’ve ha had th the Natural atural Sci Scienc nce LL LLC for
six yea ears, s, I thi think
Those 24 24 studen dents get lots ts of
perks and be bene nefit its…I want nt all all th the studen dents ts to to be be able ble to to expe xperie rience ce that, that, but but whe when you scal scale it it up up, ca can you keep ep all all the the high high-touch pra ractic ctices? s? …We We don’t kno now yet. We’re worki king ng on
that expe xperi rimen
[Professo essor] r] has has mo mone ney to to be be able ble to to do do tha
part of
this big big IUS USE grant.” ~ ~ Associat iate Professor r of Biolo logy, , Pr Priv ivat ate HSI
Surrounding Community
Students Specifically in STEM
Opportunities
Advising
Organi anizatio ational al Perspe spect ctiv ive e for
Chan angin ing g Nor
s in in S STEM M Teachi aching g an and L d Lear arnin ing g
1. Pedag agogi
cal Experime menta ntation tion Begi gins ns 2. 2. Dis isse semi mina nation tion
ative Ideas as 3. 3. Chang nge Efforts ts Gain in Momentu ntum 4. 4. Chang ngin ing g Min indset sets s for Faculty lty Buy-in in 5. 5. Scaling ling and Sustai aini ning ng Chang nges s in in Pract ctice ce
Attent ntio ion n to Diversit sity y within hin Instit titut utio ional nal Culture ure
Exter ernal nal Pressur ssures es
Insti stitu tuti tional
Cultu ture e around d STEM Teachi ching ng and Learning ng
Efficiency iciency in STE TEM Degr gree ee Comple mpletio ion Inst stit itutio utional nal STE TEM Inter erventio entions ns
When we hire faculty… we are looking for somebody who really loves being with students, who likes teaching students, who’s not afraid to work with people from different diverse backgrounds.
~ Professo sor Emerit itus us in Biology, Master’s Comprehensiv hensive HSI
student body
diversity
value teaching/doing research with diverse students
communities
teaching diverse students requires attention to additional challenges that URMs face
they can target diverse students
Organi anizatio ational al Perspe spect ctiv ive e for
Chan angin ing g Nor
s in in S STEM M Teachi aching g an and L d Lear arnin ing g
1. Pedag agogi
cal Experime menta ntation tion Begi gins ns 2. 2. Dis isse semi mina nation tion
ative Ideas as 3. 3. Chang nge Efforts ts Gain in Momentu ntum 4. 4. Chang ngin ing g Min indset sets s for Faculty lty Buy-in in 5. 5. Scaling ling and Sustai aini ning ng Chang nges s in in Pract ctice ce
Attent ntio ion n to Diversit sity y within hin Instit titut utio ional nal Culture ure
Exter ernal nal Pressur ssures es
Efficiency iciency in STE TEM Degr gree ee Comple mpletio ion Inst stit itutio utional nal STE TEM Inter erventio entions ns
Insti stitu tuti tional
Cultu ture e around d STEM Teachi ching ng and Learning ng
…the director for our program was here in January, and he said that th there is is a go good proba probability bility that hat this this par partic ticular ular program program will will su sunse
write a renewal, think about language too. How ca can you tak take th the las last ro round of
unding, ng, and tr try and and scal scale th these thin things gs at at th the instit itutional tional level?" l?" So, to address that – I don't know how common these things are at
institutions, but the recitati ecitation sections ctions and suppl suppleme ment ntal al in instruc uction tion is is so some mething thing that that sta tarted out ut as as a bo boutiq utique ue, and was as scale caled up up. Ins nstit titution utional al reso esource rces wer ere bro brought ht to to be bear ar on
that, and it it do does see eem to to help elp redu duce th the drop, drop, withd withdra rawal, al, an and fail fail rat rates for all all stude dents in in the earlier ier stages.
~ ~ As Associa
e Profess essor
logy, , Pub ublic c Resear earch ch Un Univer ersit ity
Organi anizatio ational al Perspe spect ctiv ive e for
Chan angin ing g Nor
s in in S STEM M Teachi aching g an and L d Lear arnin ing g
1. Pedag agogi
cal Experime menta ntation tion Begi gins ns 2. 2. Dis isse semi mina nation tion
ative Ideas as 3. 3. Chang nge Efforts ts Gain in Momentu ntum 4. 4. Chang ngin ing g Min indset sets s for Faculty lty Buy-in in 5. 5. Scaling ling and Sustai aini ning ng Chang nges s in in Pract ctice ce
Attent ntio ion n to Diversit sity y within hin Instit titut utio ional nal Culture ure
Exter ernal nal Pressur ssures es
Efficiency iciency in STE TEM Degr gree ee Comple mpletio ion Inst stit itutio utional nal STE TEM Inter erventio entions ns
Insti stitu tuti tional
Cultu ture e around d STEM Teachi ching ng and Learning ng
We have four classes in Biology …So we talk about a total of about nine sections each semester, times 250 students. The The stud student ents basica basically ly are are str trugg ggling ling with ith [a [aspe spect cts] in in gen eneral
So what what we we did did was as esta stablish lish a pr prog
ram that that is is ba based ed on
prof
ssor
will email email all th the stu tuden dents ts you
know fr from
ll th the sec ectio tions ns and and in invi vite th them em to to par partic ticipa ipate as as peer er tu tutor
s, It’s volun
tary, you
took the classes again with those same professors…So they not only know Physiology really well, the tutors, they also know my teaching styles, they all know the way I write exams and that’s very helpful. From next semester we are going to change the format a little bit and now we’re going to bring the tutors into the classroom and again they will sit there help during class activities and after that they will offer an hour and a half based on whatever time works for them as soon as we are able to meet with students one on
~Profess ssor
, Biolo logy, , Larg rge Public ic R1 PWI
Organi anizatio ationa nal l Perspect spectiv ive e for
Chan angin ing g Nor
s in in S STEM M Teachi aching g an and L d Lear arnin ing g
1. Pedag agogi
cal Experime menta ntation tion Begi gins ns 2. 2. Dis isse semi mina nation tion
ative Ideas as 3. 3. Chang nge Efforts ts Gain in Momentu ntum 4. 4. Chang ngin ing g Min indset sets s for Faculty lty Buy-in in 5. 5. Scaling ling and Sustai aini ning ng Chang nges s in in Pract ctice ce
Attent ntio ion n to Diversit sity y within hin Instit titut utio ional nal Culture ure
Exter ernal nal Pressur ssures es
Efficiency iciency in STE TEM Degr gree ee Comple mpletio ion Inst stit itutio utional nal STE TEM Inter erventio entions ns
Insti stitu tuti tional
Cultu ture e around d STEM Teachi ching ng and Learning ng
I had a statistician from the [Center for Teaching and Learning] working
good was going on. The Center wrote up a one page report and so I have to credit [an instructional consultant] in the Center, who…sent it up the chain
right away. And they noticed, the chancellor, the Provost, the Deans they all noticed. And it got a lot of attention, but I kept feeling nervous like ‘This isn’t even published yet.’ Director of Instructional Innovation for the College of Arts and Sciences, Large Selective Public University
Organi anizatio ational al Perspe spect ctiv ive e for
Chan angin ing g Nor
s in in S STEM M Teachi aching g an and L d Lear arnin ing g
1. Pedag agogi
cal Experime menta ntation tion Begi gins ns 2. 2. Dis isse semi mina nation tion
ative Ideas as 3. 3. Chang nge Efforts ts Gain in Momentu ntum 4. 4. Chang ngin ing g Min indset sets s for Faculty lty Buy-in in 5. 5. Scaling ling and Sustai aini ning ng Chang nges s in in Pract ctice ce
Attent ntio ion n to Diversit sity y within hin Instit titut utio ional nal Culture ure
Exter ernal nal Pressur ssures es
Efficiency iciency in STE TEM Degr gree ee Comple mpletio ion Inst stit itutio utional nal STE TEM Inter erventio entions ns
Insti stitu tuti tional
Cultu ture e around d STEM Teachi ching ng and Learning ng
“The he dat data loo look re real ally ly gre great at, af after er com compar paring ing sem semes esters…And we we published ublished a paper er on that. We had halved the achievement gap for our black students, closed it entirely for first generation college students, which I didn’t even know there was a gap there…. So all of those things led ed th the coll college ege to to re real ally ly tak ake a loo look when when the hey sa saw th the numbe umbers cha hangi ging ng and sai aid, d, “how do do we we replica eplicate this this in in oth ther er classes?” So I co-chaired the large taskforce committee…And as some of those taskforce committee reports can go, we were like really worried it was just going to get buried somewhere. And so so th the dean ean reall really made ade some some chan hanges ges based based on
that and on
them was as to to creat eate my my [new new adminis nistrativ trative] e] po positi tion
~T ~Teac eachin hing Associat Associate Professor essor in in Bio Biology logy an and Administr trat ator
ge Publ blic ic R1 PWI
Organi anizatio ational al Perspe spect ctiv ive e for
Chan angin ing g Nor
s in in S STEM M Teachin aching g an and L d Lear arni ning ng
1. Pedag agogi
cal Experime menta ntation tion Begi gins ns 2. 2. Dis isse semi mina nation tion
ative Ideas as 3. 3. Chang nge Efforts ts Gain in Momentu ntum 4. 4. Chang ngin ing g Min indset sets s for Faculty lty Buy-in in 5. 5. Scaling ling and Sustai aini ning ng Chang nges s in in Pract ctice ce
Attent ntio ion n to Diversit sity y within hin Instit titut utio ional nal Culture ure
Exter ernal nal Pressur ssures es
Efficiency iciency in STE TEM Degr gree ee Comple mpletio ion Inst stit itutio utional nal STE TEM Inter erventio entions ns
Insti stitu tuti tional
Cultu ture e around d STEM Teachi ching ng and Learning ng
We had some initial discussions, and [faculty] weren’t terribly receptive to the idea. It falls on the one person, the Director of Undergrad Studies for the Biochem, Biophysics, Molecular Biology Department, since both chemistry and physics impinge on this. Wit ith bac backin king of
the res rest of
the Ed Educat ucational ional Poli Policy cy Com Commi mitt ttee, ee, we’re askin sking him him an and maybe ybe his his dep depar artm tmen ent head head
else from
his depa departm tment to to initi nitiat ate th those
discussions again ain to to se see if if we we can an ge get a lit ittl tle mor more buy uy-in in fr from
them em…We don’t wanna threaten them, but we do wanna make it clear that, if they aren’t offering a course that suits our students, that there’s something wrong there.
~ ~ Professo sor in Biolog
y and Director r
Underg rgra raduat uate Studie dies, s, Larg rge e Public ic R1 PWI
Organi anizatio ational al Perspe spect ctiv ive e for
Chan angin ing g Nor
s in in S STEM M Teachin aching g an and L d Lear arni ning ng
1. Pedag agogi
cal Experime menta ntation tion Begi gins ns 2. 2. Dis isse semi mina nation tion
ative Ideas as 3. 3. Chang nge Efforts ts Gain in Momentu ntum 4. 4. Chang ngin ing g Min indset sets s for Faculty lty Buy-in in 5. 5. Scaling ling and Sustai aini ning ng Chang nges s in in Pract ctice ce
Efficiency iciency in STE TEM Degr gree ee Comple mpletio ion Inst stit itutio utional nal STE TEM Inter erventio entions ns
Attent ntio ion n to Diversit sity y within hin Instit titut utio ional nal Culture ure
Exter ernal nal Pressur ssures es
Insti stitu tuti tional
Cultu ture e around d STEM Teachi ching ng and Learning ng
We are in our third year now. We have an apprenti prentice ce ment ntor
el where we are intentionally looking at which classes we want to work on, and what we settled led on was all of f our intro roduct ductory y chem, , physi sics cs and d biology y courses ses…what we do with the money we have been given, we incentivize a course release for the faculty member who says, “I want to learn how to do this but I don’t have time and I don’t know how.” They get a ment ntor r and d they y get a semes mester er to not
se but to be part t
rn fro from that perso son.
nd then we can efficientl ciently y transf nsfer er some e of f the inform rmati ation,
me slides es and d techno nolog
y can all be passed sed down.
~Teachin ing Associ ciat ate e Prof rofess ssor
d Ad Admin inis istrat trator
lic c R1 R1
innovative teaching techniques
classroom experiences
incorporating active learning technique and completely changing the classroom from a lecture format to a flipped or hybrid format – part
learning & having a growth mindset
in the classroom to convey concern for progress and to help students move forward
Organi anizatio ational al Perspe spect ctiv ive e for
Chan angin ing g Nor
s in in S STEM M Teachi aching g an and L d Lear arnin ing g
1. Pedag agogi
cal Experime menta ntation tion Begi gins ns 2. 2. Dis isse semi mina nation tion
ative Ideas as 3. 3. Chang nge Efforts ts Gain in Momentu ntum 4. 4. Chang ngin ing g Min indset sets s for Faculty lty Buy-in in 5. 5. Scaling ling and Sustai aini ning ng Chang nges s in in Pract ctice ce
Efficiency iciency in STE TEM Degr gree ee Comple mpletio ion Inst stit itutio utional nal STE TEM Inter erventio entions ns
Attent ntio ion n to Diversit sity y within hin Instit titut utio ional nal Culture ure
Exter ernal nal Pressur ssures es
Insti stitu tuti tional
Cultu ture e around d STEM Teachi ching ng and Learning ng
while, but it isn’t something that just happens with one person, but it it does does req requi uire re both com commitment mitment fr from
the top
down wn an and excit ited ed id ideas as fr from
he bo bott ttom
The bo bott ttom up up being being facu faculty lty... the people that are doing it... And at big public universities, people don’t have a lot of extra time [to do new innovative things to change their teaching]... So So finding inding ways ys that that you
can do do litt ittle le things things lik ike extra xtra suppo support wh when en th they pu put a grant rant and nd you
make those
matchi hing ng fu funds nds... ...That That kin kind of
recognition
think think has has a hug uge im impact
faculty hires to actually care about it, allowing them to care about it and have that not be considered something that goes against them in tenure.
~ Chancel ncellor r of Un Univer ersity sity, , Large e Selectiv ive e PWI
Pa Paper ers s and nd repor
ts are available able for downloa nload d from m project ject websi bsite: : http tp:/ ://heri.ucla.edu/n heri.ucla.edu/nih ih (presen resentat tations) ions)
Project e-mail: herinih@ucla.edu