Embedding education specialists within departments to catalyze change

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Embedding education specialists within departments to catalyze change Lessons from the Science Education Initiative

Embedding education specialists within departments to catalyze change Lessons from the Science Education Initiative Handbook Stephanie Chasteen University Colorado Boulder Warren Code University of British Columbia Handbook is free and online at https: //pressbooks. bccampus. ca/seihandbook/

What is the SEI Handbook? • Based on SEI at UBC and CU •

What is the SEI Handbook? • Based on SEI at UBC and CU • Goal: Promote broad use of evidence-based teaching techniques • Discipline-based educational specialists (DBESs) as catalysts of change within departments • Authored by two of the original DBESs • Companion to Wieman (2017). • Free and online; print on demand through Amazon. https: //pressbooks. bccampus. ca/seihandbook/ Find it at pressbooks. bccampus. ca/seihandbook

The SEI Handbook is meant for everyone! • Part I: The Initiative Leader’s Handbook

The SEI Handbook is meant for everyone! • Part I: The Initiative Leader’s Handbook • Part II: The Departmental Leader’s Handbook • Part III: The Discipline-Based Education Specialist’s Handbook https: //pressbooks. bccampus. ca/seihandbook/

The SEI Handbook is meant for everyone! • Part I: The Initiative Leader’s Handbook

The SEI Handbook is meant for everyone! • Part I: The Initiative Leader’s Handbook • Part II: The Departmental Leader’s Handbook • Part III: The Discipline-Based Education Specialist’s Handbook https: //pressbooks. bccampus. ca/seihandbook/ Advice on course transformation, persuading and partnering with faculty, and career development.

Introductions • Who are you? (Name, institution) • What is your role? • What

Introductions • Who are you? (Name, institution) • What is your role? • What is your interest in the embedded expert model? Please type in the chat. https: //pressbooks. bccampus. ca/seihandbook/

What is the SEI Model? Central organization Vision, request for proposals, oversight, training, support

What is the SEI Model? Central organization Vision, request for proposals, oversight, training, support staff Departments Discipline-based education specialists (DBESs) Faculty partnerships https: //pressbooks. bccampus. ca/seihandbook/

What is the SEI Model? Central organization Vision, request for proposals, oversight, training, support

What is the SEI Model? Central organization Vision, request for proposals, oversight, training, support staff Departments Discipline-based education specialists (DBESs) Faculty partnerships Other projects are trying variations on this model. https: //pressbooks. bccampus. ca/seihandbook/

The SEI at two campuses • ~10 years at University of Colorado Boulder (CU)

The SEI at two campuses • ~10 years at University of Colorado Boulder (CU) and University of British Columbia (UBC) • University-funded • 6 departments (+ 1 smaller pilot) per institution • CU: $5 M, 25 DBESs total • UBC: $11 M, 50 DBESs total • $2 M Central (staff and incidentals) • $9 M Departments • $1. 3 M/Department on average, over 6 years • 1 -4 DBES per department https: //pressbooks. bccampus. ca/seihandbook/

What were common failure modes in the SEI? • DBES not seen as credible

What were common failure modes in the SEI? • DBES not seen as credible expert / colleague • Low DBES morale / quitting • Individual faculty or department collectively not following through on commitments • Teaching methods are not passed on to subsequent instructors https: //pressbooks. bccampus. ca/seihandbook/

Core elements of SEI model • Central unit (SEI Central) • Competitive grants to

Core elements of SEI model • Central unit (SEI Central) • Competitive grants to departments • Most money used to hire DBESs • Departmental directors liaise with SEI Central. • Training for DBESs by SEI Central https: //pressbooks. bccampus. ca/seihandbook/

What might a central organization do? • • • Vision for initiative DBES support:

What might a central organization do? • • • Vision for initiative DBES support: Training and community Department support: Soliciting proposals, project advising, oversight Outreach: Resource materials, publishing, media, promotion Administration: Budget, meeting, hosting visitors, office space, etc. Don’t skimp on the central organization! Management and oversight takes time and staff. This could be an existing CTL or a new organization. SEI Central was ~15 -20% of project budget (mostly staff salary). https: //pressbooks. bccampus. ca/seihandbook/ Fuller list of central organization activities in the SEI Handbook

Questions about the SEI structure? • Roles? • Budget? • Staff? • Logistics? •

Questions about the SEI structure? • Roles? • Budget? • Staff? • Logistics? • Big picture stuff? Central organization Departments Discipline-based education specialists (DBESs) Faculty partnerships https: //pressbooks. bccampus. ca/seihandbook/ Vision, request for proposals, oversight, training, support staff

What is a DBES*? * Discipline-based Education Specialist Implicit goal: Serve as a catalyst

What is a DBES*? * Discipline-based Education Specialist Implicit goal: Serve as a catalyst of change of faculty practice. Critical features: • Hired into the department • High-level disciplinary background • Trained in teaching and learning Preferable features: • 2 -3 year, full-time position • Multiple DBESs at once https: //pressbooks. bccampus. ca/seihandbook/ DBES Sarah Bean Sherman consults with a faculty member at UBC. (Credit: Faculty of Science / University of British Columbia. All rights reserved. ) https: //pressbooks. bccampus. ca/seihandbook/chapter/what-is-a-disciplinebased-education-specialist/

Many different people could serve as a DBES Who we hired in the SEI:

Many different people could serve as a DBES Who we hired in the SEI: • Postdocs • Contract faculty • Time allocated for teachingfocused faculty (especially in Computer Science) Others have hired/involved: • Graduate students with a background in education (e. g. , K-12 experience or in School of Education) • “Science Faculty with Education Specialties” (SFES)*, including: • Professors of Practice (including LPSOEs) • DBER faculty • Faculty leaders who have gone through a training or course transformation experience. * 10+ years research by Bush, Stevens, Tanner, Williams & co. ; see recent “Origins of SFES…” article for latest and references: https: //doi. org/10. 1093/biosci/bix 015 https: //pressbooks. bccampus. ca/seihandbook/chapter/what-is-a-disciplinebased-education-specialist/

What might a DBES do? Possible duties: • Support course transformation activities • Analyze

What might a DBES do? Possible duties: • Support course transformation activities • Analyze data on student learning • Facilitate discussions around teaching • Serve as a departmental resource • Conduct research and disseminate results • Engage in own professional development • Give reports to a central organization https: //pressbooks. bccampus. ca/seihandbook/ DBESs Leilani Arthurs and Jennifer Stempien host departmental celebration for tutors in the Geology department (Credit: Leilani Arthurs / CU Boulder. All rights reserved). https: //pressbooks. bccampus. ca/seihandbook/chapter/what-is-a-disciplinebased-education-specialist/

What might a DBES do? Possible duties: • Support course transformation activities • Analyze

What might a DBES do? Possible duties: • Support course transformation activities • Analyze data on student learning • Facilitate discussions around teaching • Serve as a departmental resource • Conduct research and disseminate results • Engage in your own professional development • Give reports to a central organization But a DBES should NOT be primarily treated as a: • Teaching assistant • Teacher • Instructional designer • Education researcher https: //pressbooks. bccampus. ca/seihandbook/ DBESs Leilani Arthurs and Jennifer Stempien host departmental celebration for tutors in the Geology department (Credit: Leilani Arthurs / CU Boulder. All rights reserved). https: //pressbooks. bccampus. ca/seihandbook/chapter/what-is-a-disciplinebased-education-specialist/

Group brainstorm: What skills does a DBES need? https: //pressbooks. bccampus. ca/seihandbook/

Group brainstorm: What skills does a DBES need? https: //pressbooks. bccampus. ca/seihandbook/

What makes an effective DBES? An effective DBES: • works well with people. •

What makes an effective DBES? An effective DBES: • works well with people. • is organized. • is knowledgeable about educational strategies and assessment. • focuses on their own professional growth. Which of these should the DBES come in with? Which are learned? https: //pressbooks. bccampus. ca/seihandbook/ DBES Brett Gilley works with faculty at an event (Credit: Centre for Teaching, Learning and Technology / University of British Columbia. All rights reserved. )

Train DBESs and provide a supportive community Goal SEI Strategy Teaching and learning expertise

Train DBESs and provide a supportive community Goal SEI Strategy Teaching and learning expertise • Development Series for new DBESs Community and professional development • Regular DBES meetings • (including “exit talks” from departing DBESs) • Regular reading group • Online forum (Basecamp) • Occasional workshops Professional growth and morale • Meta-DBES meetings paired with a partner Community and recognition • Annual End of Year Event https: //pressbooks. bccampus. ca/seihandbook/

Don’t skimp on DBES training and community building! Questions?

Don’t skimp on DBES training and community building! Questions?

How the SEI engaged departments Wieman (2017): Need 5 -10% of an institutional budget

How the SEI engaged departments Wieman (2017): Need 5 -10% of an institutional budget to create real change and have a chance of influencing culture. à$2 M per large, research department. Average was $1. 2 M at UBC, $650 K at CU (less impactful). • Total 7 departments (per institution) through a Request for Proposals, addressed to department chairs/heads. • Funding was likely if a department made a serious effort. https: //pressbooks. bccampus. ca/seihandbook/

Generate interest and support good proposal writing • Advertising: Personal visits to departments (by

Generate interest and support good proposal writing • Advertising: Personal visits to departments (by Wieman). • Reaction to this visit can be a good litmus of departmental engagement. • Support: They may not write a good education proposal at first. • Proposal structure: • • Require clear deliverables Allow for faculty direct incentives (TA/RA, summer salary, teaching “buy-out”) Make funding contingent on progress No “one size fits all” for amount and duration of funding https: //pressbooks. bccampus. ca/seihandbook/ Examples of RFPs are in the SEI Handbook

Review proposals for elements of success/red flags • Is there evidence of faculty consensus

Review proposals for elements of success/red flags • Is there evidence of faculty consensus and engagement across the department, or does the proposal seem led by an individual champion only? • Is there an individual willing to serve as departmental director? • Are there existing structures in the department (such as a curriculum committee) and are those likely to help or hinder? • Is the department distracted by other looming priorities? • How ready is the department for change? https: //pressbooks. bccampus. ca/seihandbook/

Pitfalls and elements of success Factors that affected departmental success Common pitfalls • Lack

Pitfalls and elements of success Factors that affected departmental success Common pitfalls • Lack of faculty commitment to the proposed work • Lack of strategic teaching assignments • Lack of departmental structures to proactively carry out educational improvements • Individual faculty ‘ownership’ of courses https: //pressbooks. bccampus. ca/seihandbook/ Elements of success • Commitments laid out specifically in terms of deliverables and timelines • Incentives available to individual faculty members • Good departmental-level management and organization • Effective departmental director with necessary stature

Questions or comments on engaging departments? • Request for Proposals (RFP)? • Proposal structure?

Questions or comments on engaging departments? • Request for Proposals (RFP)? • Proposal structure? • Selecting proposals? https: //pressbooks. bccampus. ca/seihandbook/

How does the department start the work? The department should…. • Appoint a department

How does the department start the work? The department should…. • Appoint a department director • Recruit and hire the DBES • Encourage and incentivize faculty participation • • • Give coveted teaching assignments Host talks by experts in teaching and learning Provide perks, especially time-saving Acknowledge the work in formal evaluation Make the work visible in newsletters, faculty meetings, website, etc. https: //pressbooks. bccampus. ca/seihandbook/

Oversight of departmental work was key! Without shared expectations, the DBES can face difficult

Oversight of departmental work was key! Without shared expectations, the DBES can face difficult challenges and the funds may not have the desired effects. • Identify clear expectations through the proposal process, Memorandum Of Understanding, and early meetings with department. • Clarify the DBES role EARLY and OFTEN • Share across departments by periodically meeting with all department directors as a group. https: //pressbooks. bccampus. ca/seihandbook/

Shared expectations within departments was also key Don’t leave the DBES to fend for

Shared expectations within departments was also key Don’t leave the DBES to fend for themselves; ensure a good supervisory structure: • Department director is their immediate supervisor. • The departmental director should discuss the DBES working relationship with their faculty partners in advance (preferably with a written agreement) and monitor those collaborations. • DBES submits monthly reports to central organization • Central organization holds monthly department meetings and take corrective action if needed. https: //pressbooks. bccampus. ca/seihandbook/

How to sustain the efforts? Sustainability of the impacts were reliant on addressing multiple

How to sustain the efforts? Sustainability of the impacts were reliant on addressing multiple areas of the system, and making change visible. • Departmental sustainability plan to sustain course changes: • Departmental events to share work (talks, brownbags, newsletters) • Co-teaching and other instructor-instructor communication. • Long-term teaching assignments • Cross-department events (annual celebration, invited speakers) • Collect data (hard! See Handbook for list of metrics and challenges) • Highlight success to administrators (see Handbook for possible roles for dean). https: //pressbooks. bccampus. ca/seihandbook/

Questions about shared expectations and sustainability? • Accountability and reporting? • Course transformation sustainability?

Questions about shared expectations and sustainability? • Accountability and reporting? • Course transformation sustainability? • Initiative sustainability? https: //pressbooks. bccampus. ca/seihandbook/

Also in the Handbook. . . How to be a good DBES • Tips

Also in the Handbook. . . How to be a good DBES • Tips on course transformation • How to partner with faculty – coaching and persuading • Developing your skills and overcoming challenges https: //pressbooks. bccampus. ca/seihandbook/

The SEI learned a few big lessons about change • It’s possible to achieve

The SEI learned a few big lessons about change • It’s possible to achieve widespread departmental change (yay!). • Change takes time! For us, ~2 years/course, 6 -7 years/department. • Department-level focus with adequate funding was effective. • Embedded expertise DBES model was particularly effective. • Oversight is essential. • Departmental structure and culture significantly affects outcomes. • Most faculty want to teach well; the formal incentive system is a big barrier. https: //pressbooks. bccampus. ca/seihandbook/

Too much information? That’s why we wrote the Handbook! See end-of-chapter checklists, plus many

Too much information? That’s why we wrote the Handbook! See end-of-chapter checklists, plus many examples of our strategies (RFPs, job advertisements, training agendas, etc. ) https: //pressbooks. bccampus. ca/seihandbook/

Find it at pressbooks. bccampus. ca/seihandbook Print copies available for purchase on Amazon. com

Find it at pressbooks. bccampus. ca/seihandbook Print copies available for purchase on Amazon. com A special thanks to our collaborators: https: //pressbooks. bccampus. ca/seihandbook/ • The DBES communities at CU Boulder and UBC who provided insight over the years which led to many of the messages in this book. • Carl Wieman and Sarah Gilbert (Stanford University) and Kathy Perkins (University of Colorado Boulder) • We thank the authors of the case studies which accompany this book: Kyle Trenshaw(formerly of Brown University), Peter Lepage (Cornell University), Barbara Bruno(University of Hawai’i), Simone Buitendijk and Hailey Smith (Imperial College London), and Andrea Greenhoot (University of Kansas). • We thank many peer reviewers who provided helpful feedback on the manuscript, including Gülnur Birol (University of British Columbia), Kyle Mc. Junkin (University of Colorado Boulder), Natalie Mendoza (University of Colorado Boulder), Colin West (University of Colorado Boulder), and Kyle Trenshaw (University of Rochester). • We are very thankful to Erika Borys (University of British Columbia) for her thorough work in copyediting and design. • We would also like to thank Isaac Hanemann (CU Boulder) for his technical expertise and persistence in getting everything into Pressbooks.