Faculty as Change Agents: Transforming Geoscience Education in Two-year Colleges Project Updates Heather – Welcome everyone, acknowledge support from NSF and sponsorship by NAGT, NAGT-GEO2YC Note four years of support June 19, 2018 This work is supported by the National Science Foundation through grants 1525593, 1524605, 1524623 & 1524800.

Educational Practices Inventory data— December 2016/January 2017 Survey of What You Do in Your Practice Student success Teaching strategies Classroom strategies Information sharing

EPI: Student Success % Support Academic Success for All Students Please indicate how frequently you incorporated the following strategies within the course(s) that you taught last year. If you used different approaches in different courses, please average over all of your courses. (5=Nearly every session, 4=Weekly, 3=Several times a term, 2= Once or twice a term, 1=Never) Traditional lecture Practice of setting high standards and explicitly conveying the expectation that all students will be able to meet them Demonstrations, simulations, and/or videos Strategies that promote student-to-student engagement using strategies such as think-pair-share, small group discussions, debates Practice of articulating connections between course content and current events Strategies that promote interactions between students and instructor Practice of articulating connections between geoscience and other academic disciplines Using validation techniques to build students' confidence in their ability to succeed in the geosciences Strategies that include open-ended or inquiry-based activities or labs Online office hours; video-chat or instant email replies Strategies to promote metacognition, such as minute paper, exam wrappers, or knowledge surveys Cooperative learning strategies, such as gallery walk, jigsaw, cooperative exams Strategies that promote student-to-student interactions outside of class sessions, such as student wikis or discussion boards Teaching students self-affirmation, such as short, self-positive writing assignments Articulate connections between course content and geoscience careers

EPI: Teaching Strategies Teaching Strategies: Please indicate how frequently students do the following within the course(s) that you teach: (5=Nearly every session, 4=Weekly, 3=Several times a term, 2= Once or twice a term, 1=Never) Use quantitative skills to solve problems Develop and practice written communication skills Develop and practice oral communication skills Use authentic data Conduct research activities Practice geoscience skills in a field setting (e.g. collect their own field data) (IF YOU TEACH ONLINE) Supplement online work with optional synchronous activities Read primary literature for data or information Participate in service learning projects

EPI: Classroom Strategies % Classroom Strategies Thinking across all the courses you taught in the last year (2016), please indicate to what extent you did each of the following to support student learning: - (4=All or nearly all of my courses, 3=Some of my courses, 2=Rarely, 1=Never) Offer students multiple ways to communicating with me (e.g., phone, office hours, email, appointments) End course expectations: Inform students what I expect them to do at the end of the course Explicitly address student misconceptions Teach students effective study skills and learning strategies Timely Feedback: Provide feedback in a timely fashion (e.g., return graded assignments promptly) Inform students what I expect them to be able to do at the end of a unit of study Inform students what I expect them to be able to do at the end of an activity or exercise Encourage students to form study groups Contact students who are struggling academically to offer help Activate students' prior knowledge in my instruction and design of activities/assignments Provide students with information on advising services Use feedback on assignments to help students understand their strengths and weaknesses Connect course content to students' interests Provide students with information on tutoring, mentoring programs, and/or other campus services Differentiate instruction and materials to meet different learners' needs in the same course Provide assignments that are structured to build students' skills over multiple class periods or assignments Provide scaffolding in content areas that historically are challenging for students (e.g., through tutorials, study sessions, web-based support materials) Career info: Incorporate information on geoscience careers Career assignments: Incorporate assignments where students explore some aspect(s) of geoscience careers Feature diverse geoscientists in course materials

EPI: Information Sharing Please indicate to what extent you shared the following kinds of information with students in your courses in the last year (2016): - (4=I told all of the students in my courses, 3=I told some of the students in my courses, 2= I didn't tell students in my courses about these, 1= I had no information to share on this topic) My personal story of what drew me to geoscience Opportunities to do field work, with me or others Opportunities to do research outside of class, with me or others Invitations to hear professional geoscientists talk about their careers or their work (e.g. via an invited speaker series) Information about career opportunities in the geosciences Advising on transfer pathways Examples of alumni from our institution who are working in the geosciences Personal invitations to discuss majoring in the geosciences Data on entry-level salaries for various geoscience careers Opportunities to give talks or posters on or off campus to an audience beyond the classroom Opportunities to attend professional society meetings Information Sharing Data on the projected growth for various geoscience careers Information about what degrees are required for various types of geoscience jobs Opportunities to interview geoscience professionals Information about professional societies (e.g. that they exist, what they do, how to join) Opportunities to shadow geoscience professionals

Reflective Pause…. What surprises you in looking back at this information? What do you see as opportunities for growth?

Amplifying Actions Region Existing Social Network Partnering Institution Culture On-campus PD Program Teaching Center Committees Student Success Validation Theory The individual level is the most active and obvious location of where we “see” changes occurring—most prominently in the CA classroom. We see some infiltration of changes within the program via the diffusion of innovation and the CoP. Some integration on the institutional level, but more administrator support/engagement can help here. The regional level is receiving beginning changes, but not sustainable yet. Individual Teaching

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