1. Faculty as Change Agents Cohort 2 Webinar May 19, PM Pacific | 1 PM Mountain | 2 PM Central | 3 PM Eastern
If you have problems getting the auto-dial function to work, prefer to dial-in for the audio, or want to connect with Skype, use the dial-in option:
call and enter the room #
Heather Macdonald, College of William & Mary
Rory McFadden, SERC
Heather/Rory

2. To mute your phone
Rory
Type in box for chat

3. Goals and overview Introduction to project Change Agent teams
Questions
What Change Agents will do
Support for Change Agents
Involvement of administrators
Summary of expectations and benefits
Heather – pose questions via chat, Eric will moderate

4. Faculty as Change Agents: Transforming Geoscience Education in Two-year Colleges
Seeking Change Agents
Project goals
Build a sustainable national network of local communities of 2YC geoscience faculty & administrators who catalyze change at multiple levels
Their courses
Their geoscience program
Their region (geo2YC faculty + others)
Implement high-impact evidence-based practices to
Support academic success of all students
Broaden participation in geoscience
Facilitate professional pathways of students into geoscience and STEM (careers and transfer)
Investigate models of professional development for full-time and adjunct two-year college (2YC) geoscience faculty
We are seeking Change Agents …. Catalyze change – Leaders!
Full-time and adjunct faculty (both)

5. SAGE 2YC Project Team
Project Leaders SERC Staff Evaluation & Research Team
Heather Macdonald
Eric Baer
Carol Ormand
Debra Bragg
Pamela Eddy
Ellen Iverson
Do not introduce people by name, do mention support/involvement in the project. Leaders, including 2YC faculty, with experience working with 2YC faculty and programs. Strong research and evaluation team with expertise in 2YC projects and research on 2YC leadership. The work they, the project leaders, and your collaboration with other Change Agents will help you be successful in what you want to do.
Jan Hodder
Norlene Emerson
John McDaris
Yi Hao
Heather McCambly
Our strong research and evaluation team is a tremendous asset that will help you think about what is working well and help you with what you want to do.

6. Change Agent Teams: What Makes a Team?
Teams consist of 2-4 two-year college (2YC) geoscience educators
May include full-time and/or adjunct instructors
Geoscience includes oceanography, meteorology, geology, physical geography, environmental science, GIS
Teams should be from the same region (easy driving distance)
all from one institution
from different campuses of the same institution, or
from different institutions
Some Change Agents may be the only full-time geoscience faculty member at their institution
Strategies for finding team members at other institutions
Relationship to Cohort 1 Change Agent teams in a given location
Common goals, also address if there is a cohort 1 team in your area.

7. Your Questions about Change Agent Teams?
Heather

8. What Change Agents Will Do
Work at three scales
Your own teaching
Using evidence-based practices
Your geoscience program*
Courses, pathways for students
Other offices/people
Your region
Establish network of geo 2YC educators in your region and offer workshops
Participate in project activities
Three project strands
Support academic success of all students
Broaden participation in geoscience
Facilitate students’ professional pathways (careers and transfer)
Other offices on campus (e.g., Counseling, Diversity, Institutional Research, administrators) and / or off campus (e.g., local 4YCUs, employers)
* Geoscience program is broad – it may mean courses for non-majors, programs to prepare students to become majors, a geotechnician training program, an oceanography department, various combinations, …

9. What Change Agents Will Do
Our focus is on supporting the academic success of all students. To this end, we are teaching students metacognitive strategies, fostering a growth mindset, and increasing the level of active learning in our courses. We are also working with our faculty colleagues to share these strategies for adapting our teaching.
We are working to increase participation and success, particularly among students from under-represented populations and first-generation college students. Our work focuses on recruiting a diverse student population and working with all of our students to help them thrive.
We are incorporating career preparation into our courses and programs, building relationships with our institutions' career and transfer counselors, and creating a geotechnician certificate program.
Current examples, orient to your own needs, goals (aligned with our three project strands). You, your program, the region
Many possibilities!
What do YOU want to do?

10. Support for Change Agents Making Change Happen
Virtual professional development and online resources to support your implementation of high-impact, evidence-based practices that support student success, broaden participation, and facilitate students' professional pathways.
Guidance for engaging with administrators and colleagues to leverage institutional resources to achieve your goals. Leadership!
Vibrant network of 2YC geoscience faculty working to catalyze change.
Other resources to support your work:
Small stipend ($1000/year for each team).
Funding to run two regional workshops.
Partial support to attend a SAGE 2YC workshop at a national geoscience meeting.
Full support to attend a synthesis workshop in summer 2019.
Support and structure, leadership. Other resources (stipend is per team), national geoscience meeting participation is optional. (GSA, Ocean Sciences for those who teach Oceanography)

11. Schedule 2017-2018 Summer 2018 2018-2019 Throughout project
Participate in virtual workshops in fall 2017 and spring 2018 (details follow)
Participate in 1-2 virtual meetings with the leadership team
Develop and implement action plans for individual work and geoscience program, plan regional workshop, meet with an administrator to discuss your action plans
Report course-level student outcomes measures, working with your Institutional Research (IR) office and/or administrators
Optional: Participate in a SAGE 2YC workshop at a geoscience conference (e.g., GSA) this year or next year
Summer 2018
Participate in a 2-3 day virtual workshop
Participate in a virtual activity in fall 2018 and spring 2019 (examples follow)
Participate in 1-2 virtual team meetings with the leadership team
Revise and implement action plans for individual work, geoscience program, and region, meet with your administrator to discuss your action plans
Lead 2 one-day regional workshops, one in summer or fall 2018 and one in summer or fall 2019 (examples follow) and participate in virtual planning session.
Report course-level student outcomes measures (as above)
Participate in a synthesis workshop in summer 2019
Throughout project
Complete action plan updates, surveys, and other components of the project evaluation
student outcomes measures, using a template – generally completed by IR

12. Virtual Project Activities
Virtual workshops: Fall 2017 and spring 2018
4-6 synchronous events, each 1-2 hours, plus asynchronous components via discussion board or other means (~15-20 hours over the term)
Change Agent team meeting with administrator to discuss your action plans
Fall focus: learning and sharing about three project strands; action plans; leadership and engaging your partners
Spring focus: making change happen in your geoscience program
2-3 day virtual workshop: Summer 2018
Virtual activities: Fall 2018 and spring 2019
3 one-hour sessions, you choose from 2-3 options (e.g.)
Book discussions of Teach Students How to Learn
Implementation group focused on active learning pedagogies
Book discussions of Small Teaching
Teaching circle discussing teaching geoscience in online
and hybrid environments
max of 12 synchronous hours per semester plus asynchronous work in Year 1; Likely something like hours per team. Also, exploring how this will actually work – may be 1 hour, 1.5 hours more often; Note change from website. Small Teaching Everyday Lessons from the Science of Learning.

13. Regional Workshops Led by Change Agent Teams
Empowering 2YC Geoscience Faculty to Improve Student Learning
Supporting Geoscience Student Success Through Active Learning, Metacognition, and GRIT
Not Just Rocks! We Know Other Stuff, Too! Geosciences in the Modern World
Developing Active Learning Strategies to Increase Retention in STEM-related Courses and Programs
Supporting Student Success in the Geosciences: Why Can't They Do That?
Active Learning: Hood to Coast
Cultivating Geoscience Students
Revitalizing Connections with Geoscientists within the VCCS through the Science Peer Group: Sharing Best Practices for Engaging our Students
Improving Instruction and Supporting Transfer Opportunities in the Geosciences in the San Francisco Bay Area
Supporting Academic Success in the Geosciences at 2-Year-Colleges in Southern California – participants included five counselors
Take what you’re learning, share and engage with people in region. You pick the region. Regions could range from parts of a city to an entire state. If adding a cohort team to a region, would sort out how that would work with the Cohort 1 team. Might collaborate.
What do YOU want to do?

14. Your Questions?
Heather – questions about what Change Agents will do and support for Change Agents

15. Involvement of Administrators
Letter of commitment from Dean
A Dean from each participating institution will sign off on letter of commitment by sending an with the letter (attached or as text in body of ) to Heather Macdonald.
You will provide name and contact information of the Dean on the Change Agent application form.
Meet with team member(s) twice a year to discuss action plans
Help with being strategic in aligning plans with institutional goals and priorities
Provide support, facilitate connections, and leverage resources
Involvement of administrators was rated positively by both administrators and Cohort 1 Change Agents
Attend annual webinar for administrators
Administrators will be invited to the synthesis workshop in summer 2019.
Customize the draft letter posted on the website with your name(s) and college and send it to your Dean.
Provide name and contact information of Dean on the application form.
Make connections with Dean – different schools organized differently, could be equivalent with different title.

16. Summary of Expectations and Benefits
Work for changes that YOU want to make with the support and structure of the project
In your courses / your teaching
In your geoscience program
In your region
Develop as a leader on campus and beyond
Learn and share by participating in the workshops and activities
Build professional relationships with people who will support your work
Expand your professional network of 2YC geoscience colleagues working to catalyze change and develop as a thriving community
Support the success of all your students, broaden participation in the geosciences, and facilitate students’ professional pathways.
And now for Eric’s perspective
Continue to develop (vs develop_ Heather –champion max of 12 synchronous hours per semester plus asynchronous work in Year 1; student outcomes measures, using a template – generally completed by IR

17. Questions? Applications due May 31
Heather – look at application form to see the questions that you’ll need to answer.
Applications due May 31

18. Thank you!