Paper No. 207-9
MACDONALD, R. Heather
, Department of Geology, College of William and Mary, PO Box 8795, Williamsburg, VA 23187, BAER, Eric M.D., Geology, Highline College, MS-29-3, 2400 S 240th St, Des Moines, WA 98198, EMERSON, Norlene R., Department of Geography and Geology, University of Wisconsin - Richland, 1200 Hwy 14 West, Richland Center, WI 53581-1316, HODDER, Jan, Oregon Institute of Marine Biology, University of Oregon, PO Box 5389, Charleston, OR 97420, MCDARIS, John R., Science Education Research Center, Carleton College, 1 North College St, Northfield, MN 55057, ORMAND, Carol J., Science Education Resource Center, Carleton College, 1 North College St, Northfield, MN 55057, EDDY, Pamela, School of Education, College of William and Mary, Williamsburg, VA 23187-8795, BRAGG, Debra, Bragg & Associates, Champaign, IL 61821, IVERSON, Ellen, Science Education Resource Center, Carleton College, 1 North College Street, Northfield, MN 55057 and MCCAMBLY, Heather, Northwestern University, Evanston, IL 60201, firstname.lastname@example.org
The SAGE 2YC: Faculty as Change Agents
project is working to improve geoscience programs in two-year colleges (2YCs) across the country with a focus on three strands: supporting the academic success of all students, facilitating students’ professional pathways into geoscience and STEM careers, and broadening participation in the geosciences. The SAGE 2YC (Supporting and Advancing Geoscience Education in Two-year Colleges) project is working over four years with 24 geoscience Change Agents in ten regions. These teams are leading efforts in their geoscience program on their campus. Using Kotter’s change model, we are focusing on building a climate for change to engage and enable system level change. Central to Kotter’s change model is building a coalition for change and establishing a vision that others can buy into. By accessing SAGE 2YC project support through face-to-face annual workshops, virtual check-ins, community support activities, and mentoring, the Change Agents will implement changes to enhance their program, addressing the three project strands over the duration of the project.
Systemic change requires engagement and involvement of administrators, other full-time and part-time geoscience faculty, and other partners. One or more administrators from each team, including vice-presidents, deans, associate deans, and others, worked with the Change Agents in developing a team action plan and framing it in alignment with institutional priorities. Aspects of the action planning process were adapted from the Pathways to Results project, which aims to continuously improve student pathways to degree completion by addressing inequities in student outcomes. Change Agents were asked to analyze the strengths and weaknesses of their geoscience program, review their program needs relative to the three project stands, analyze current and possible processes and strategies for change in light of high-impact practices, articulate goals and measurable outcomes of success, and develop an implementation plan. The four-year duration of the project provides time for making and investigating changes in the geoscience programs and institutions of the Change Agents. We anticipate that communities of practice will be enhanced given the reflective strategies embedded in the project and its longevity.