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FIRST II: A Model for Facilitating Change
Diane Ebert-May1
Jan Hodder2
Debra Linton3
1 Department of Plant Biology, Michigan State University2 Oregon Institute of Marine Biology, University of Oregon
3 Cuyahoga Community College
www.first2.org
Evidence…
Policy
Institutional Support
and Facilitation
Need to Change
Learning and
Implementing New Practices
Facilitating the Learning
and Implementatio
n of New Practices
Sustainable Agriculture(Röling and Wagemakers, 1998)
FIRST ModelFaculty
Recognition and Rewards
Dissemination within
Institutions
IT Faculty Teams Join
FIRST II
FIRST II Workshops Lead to
Course Reforms
FIRST II Team
Structure
Theoretical Basis of FIRST
Need to Change Teaching
Faculty Choose to Join FIRST II
Primary Reasons for Participating
(n=145)
Reason %Improve my teaching/courses 43Learn new techniques / get new ideas 30
Improve student learning / critical thinking 21
Build connections/support groups with peers 20
Increase use of inquiry in my classes 19
…Improve assessment 7
Participants by Position Title(n=145)
Institutions Involved(n=145)
Participants by Years Teaching Experience
(n=145)
Learning and ImplementingNew Practices
FIRST II WorkshopsLead to Course Reforms
WorkshopActivities
Useful Workshop Experiences(n=109)
Category# of
Participants
Seeing what others are doing
46
Learning about Assessment 22
Learning about IBL 20
Example inquiry activities 18
Specific tools or techniques 13
Guest speakers 10
Hands-on practice with techniques
9
Courses in the Project(n=109)
Discipline # of Courses % Reformed
Introductory Biology 66 84.8
Ecology and Evolution 61 72.1
Cell and Molecular Biology 37 67.6
Zoology 34 35.3
Physiology 24 66.7
Applied Course 23 73.9
Microbiology 23 78.3
Chemistry 20 65.0
Plant Biology 15 80.0
Physical Sciences 13 76.9
Mathematics 12 91.7
Limnology and Oceanography
8 62.5
Other 42 61.9
Total 378 70.1
Students in Courses(n=109)
Audience # of Courses % Reformed
Undergraduate non-science majors
102 78.4
Lower division science majors
120 79.2
Upper division science majors
160 65.5
Graduate Students 52 59.6
Pre-Service Teachers
46 69.6
Sizes of Courses Being Reformed
(n=109)
# Students # of Courses % Reformed
<15 90 62.2
16-30 164 68.7
31-60 67 76.1
61-100 25 80.0
100-200 24 83.3
>200 6 83.3
# Students in Reformed Courses per Year: >16,000
Reforms in Courses(n=109)
Techniques Implemented or Increased in Usage
# of Faculty Using
In-class Group Activities 47
Cooperative Groups 41
Inquiry-based Labs 32
Concept Maps 28
Minute Papers 26
Student Discussions 22
Think/Pair/Share 21
Student Presentations 21
Pre/Post-Testing 19
Experimental Design/Analysis 16
Conceptual Questions 16
Less Lecture 14
Student Research 11
Facilitating the Learning and Implementation of New Teaching Practices
FIRST II Team Structure
FIRST II Structure
IT Support from Teammates(n=109)
Category # of Participants
Informal discussions 42
Nothing 26
Regular meetings 22
Infrequent meetings 14
Collaborate on courses 11
Visit each other’s classes 8
E-mail 7
Meet with other IT teams 3
Support from FS Team(n=109)
Category # of Participants
Feedback on what I am doing 23Facilitate information sharing between teams 18
Updates on resources and literature 17
Training in assessment and inquiry-based teaching
17
Encouragement / Motivation 15Organize workshops 9Visit our schools / classrooms 8Collaborate on research 7Provide activities I can use in my class 2
FIRST II Website Use
Useful Website Resources(n=109)
Category # of Participants
Resources section 11
References on science education 8
Inquiry activities 7
Contact information 7
Links to other sites 6
Assessment section 4
Workshop resources 3
General information about FIRST II 2
Journal list 2
No response 59
Institutional Support and Facilitation
Dissemination within
Institutions
Seminars Presented by Participants
(n=109)
Grant Proposals Submitted
by Participants(n=109)
Types of Grant Proposals(n=109)
Departmental Reforms(n=109)
Reform # of Participants
Add more IBL in classes 17
Revising specific courses 15
Inquiry-based labs 9
Changed core sequence 8
Changed class formats 7
Evaluate objectives and assessment
5
Allow changes by individuals 5
Integrate curriculum 3
Implement specific techniques 2
Technology 2
Other 4
Policy
Faculty Recognition and Rewards
Fox MA, Hackerman N. 2003. Evaluating and improving undergraduate teaching in science, technology, engineering and mathematics. Washington DC: The National Academies Press.
FIRST Model
Policy
Institutional Support
and Facilitation
Need to Change
Learning and
Implementing New Practices
Facilitating the Learning
and Implementatio
n of New Practices
Evidence…
Sustainable Agriculture (Röling and Wagemakers, 1998)
Faculty Recognition
and Rewards
Dissemination within
Institutions
IT Faculty Teams Join
FIRST II
FIRST II Workshops Lead to
Course Reforms
FIRST II Team
Structure
Theoretical Basis of FIRST
Dimensions of Faculty Change
Where are FIRST II Faculty?
Where are you?
What are the next questions?
Question: Do faculty self-report data about teaching reforms correlate with direct observation?
Method:Videotaping of faculty in classes (n~80 x 4)Reformed Teaching Observation Protocol (RTOP)
What are the next questions?
Question:Does student learning increase in response to reformed teaching practice?
Data we have…
Evidence of Student Learning(n=109)
Evidence # of Participants
Pre/Post tests 21
Anecdotal 10
Student surveys 10
Assessments (no comparisons) 9
Year-to-Year differences 7
Controlled experiment 1
No evidence 58
What are the next questions?
Question:Does student learning increase in response to reformed teaching practice?
Method:Diagnostic Question sets (SDSU, CU, MSU)Correlate with RTOP
FIRST III?
Who? Faculty and graduate students
What? Scientific teaching - practice and research
Where? Field Stations
Why? Change takes time and support