Paper No. 11
Presentation Time: 4:20 PM
INSTRUCTIONAL CHALLENGES AND STRATEGIES FOR PROFESSIONAL DEVELOPMENT OF FACULTY AT MINORITY SERVING INSTITUTIONS (MSI): LESSONS LEARNED FROM THE 2012 SCHOOL OF ROCK REACH PROGRAM
SLOUGH, Scott1, ST. JOHN, Kristen2, PEART, Leslie W.3, HAMS, Jacquelyn4, BREY, James A.5, KRISSEK, Lawrence6, COLLINS, Jennifer3, JONES, Megan7 and MILLS, Elizabeth W.5, (1)Dept. of Teaching, Learning and Culture, Texas A&M University, 442 Harrington Tower, Mail Stop 4232, College Station, TX 77843-4232, (2)Department of Geology and Environmental Science, James Madison University, MSC 6903, Harrisonburg, VA 22807, (3)Integrated Ocean Driling Program, Deep Earth Academy, Consortium for Ocean Leadership, 1201 New York Ave., NW, Fourth Floor, Washington, DC 20005, (4)Earth Science, Los Angeles Valley College, 5800 Fulton Avenue, Valley Glen, CA 91401, (5)Education Program, American Meteorological Society, 1200 New York Ave NW, Suite 500, Washington, DC 20005, (6)School of Earth Sciences and Byrd Polar Research Center, The Ohio State University, Columbus, OH 43210, (7)Geology Department, North Hennepin Community College, 7411 85th Ave. No, Brooklyn Park, MN 55445, stjohnke@jmu.edu
In May 2012, paleoclimate scientists, education specialists, and a focus group of MSI science faculty came together at the IODP Gulf Coast Repository to formulate a strategy for expanding the successful School of Rock program to include new partners (e.g., AMS) and new curricula (Reconstructing Earth’s Climate History). Funded by an NSF-OEDG planning grant, this pilot group experimented with offering an intense, data-rich, inquiry-based workshop to help bring the science of past climate change into introductory MSI courses. Based on participant feedback this strategy has strong potential for success, but also will require deliberate and careful attention to the special needs of MSI and community college faculty.
As one facet of evaluation we asked participants two questions, with responses recorded via video: “What did you do this week that will help you do your job?” and “What can we do to help facilitate other faculty members to implement this new curriculum/approach?”. Analysis of the video data shows that the group was consistently positive and effusive in its overall praise for the experience. Working with real cores; working with practicing scientists; accessing data; learning new science; interacting with peers, and confidence that they would continue to be supported after the workshop ended are common themes describing what the experience did to improve them as instructors of a mostly new content area.
In response to the second question, participants recommended duplicating this land-based experience as a sea-going workshop; expanding the already available visual information, using the participants as ambassadors in their home intuitions/professional organizations; and exploring the use of social media as ways to expand the program and engage new faculty. Faculty from the community college setting also raised both practical and pedagogical needs. Flexible packaging of course materials (e.g., site license options), online teaching and learning management system (e.g., Blackboard) support, and pedagogical support are all important for them to implement their new efforts in this content area and in inquiry instruction.
