Using Regional Pedagogical Communities to Improve STEM Learning Environments Facilitators: Marlene Moore Barbara Stebbins-Boaz Willamette University in

Using Regional Pedagogical Using Regional Pedagogical Communities to Improve STEM Communities to Improve STEM

Learning EnvironmentsLearning Environments

Facilitators:Facilitators:Marlene Moore Marlene Moore

Barbara Stebbins-BoazBarbara Stebbins-BoazWillamette UniversityWillamette University

in consultation with Jeanne Narumin consultation with Jeanne Narum

PKAL AAC&U, Florida, March 2011PKAL AAC&U, Florida, March 2011

Networks: TheoryNetworks: Theory

Planning Networks: Lessons Learned:

A PKAL Guide for STEM Leaders

(document still in draft form)

J. Dilts, L. Hainline, J. Narum & J. Swartz

Funded by NSF CCLI (#0717676)


HypothesisHypothesis

Collaborations within regional networks lead to more rapid dissemination of research-based STEM pedagogical efforts than isolated efforts.

Pilot Study of 5 regional networks

types of networks differed from informal to university system


Pedagogical Community Pedagogical Community •CharacteristicsCharacteristics

• Sustained over time• Collaborative• Focused on student learning

•10 Lessons Learned about 10 Lessons Learned about NetworksNetworks


#1 Sustainability#1 Sustainability

• Organizational structure– Identified leadership– Tangible and intangible support– Clearly defined goals– Community ownership of the effort

• Planning for sustainability– Sequential set of opportunities– Workshops to plans to reports to workshops


#2 Leadership#2 LeadershipSmall group of initial leaders:Small group of initial leaders:

• Committed to the particular problem

• Engaged in solving it• Committed to their students, their

field, their institutions• Engaged for their own intellectual

pleasureAbility to handle changes in leadershipAbility to handle changes in leadership


#3 Clear Purpose and Value#3 Clear Purpose and Value

Address early and often theAddress early and often the

• “so what” question

• need for the network

• ability to address needs of

participants


#4 What Exists#4 What Exists

• What will the community bring to the network?

• Baseline information– Audit of existing expertise and interests

• Recognize the value of taking small steps


#5 Make Findings Actionable #5 Make Findings Actionable and Visibleand Visible

• Audit (#4) should further conversation

about what individuals can contribute to

and gain from the network

• Identify a common challenge & opportunity

• Develop an action plan


#6 Piggy-Back and Leverage#6 Piggy-Back and Leverage

• Take advantage of every possible connection. Connect to:

– other events in the region

– recognized experts beyond the network (credibility)

– expertise within the region


#7 Intentional Connecting and #7 Intentional Connecting and CommunicationCommunication

• Develop a communication plan

• Emphasize value of networks

• Tell the story: consistent elevator speech


#8 Planning and Implementation #8 Planning and Implementation take Time & Persistencetake Time & Persistence

• Volunteer leaders already have a full plate

• Time is required to build relationships and shared vision

• Persistence is required

• See #9 for suggestions


#9 Key Roles and Responsibilities#9 Key Roles and Responsibilities• Outline vision, goals and elevator speech

• Develop a memo of understanding for leaders

• Establish benchmarks

• Schedule series of activities

• Standardize approaches & practices for activities

• Craft an agenda for action

• Establish a management structure


#10 Celebrate & Have Fun#10 Celebrate & Have Fun


Your ExpertiseYour ExpertiseHave you been part of a collaborative

network? Do the lessons learned match your experience?

If so, choose one of the lessons and think of an example of its importance in your network.

If not, is there a lesson you learned that you want to add to this overview?

Think/Pair/Share


Willamette Valley Biological Willamette Valley Biological Education NetworkEducation Network

•From PortPKAL to WVBENFrom PortPKAL to WVBEN•This project is supported by a one-This project is supported by a one-year $50,000 incubator grant from year $50,000 incubator grant from the National Science Foundationthe National Science Foundation

RCN-UBE 1039453RCN-UBE 1039453


Purpose and MethodsPurpose and Methods

Improve undergraduate biology Improve undergraduate biology education in the Pacific education in the Pacific NorthwestNorthwest

by creating a regional by creating a regional pedagogical communitypedagogical community


Pedagogical Community Pedagogical Community Institution Types:Institution Types:

• Public• Private• 2 year and 4 year

Disciplines:Disciplines:• Biology• Chemistry• Education• Mathematics


Initial DevelopmentInitial Development

Needs Assessment SurveyNeeds Assessment Survey• What does the community

want?

Pedagogical Audit of the RegionPedagogical Audit of the Region• What expertise is available

regionally?


Regional WorkshopsRegional Workshops

Learning Outcomes & Learning Spaces, Feb. 2010

Too Little Time, Too Much to Cover: Effective Teaching and Learning in Undergraduate Introductory Biology Courses, Oct. 2010

New Biology: From Courses to Competencies, April 2011


Consultant RoleConsultant Role

Can this network be sustained?

You are a consultant who has been brought in to assist the WVBEN network

What questions would you ask?

Think/Pair/Share


Evaluator RoleEvaluator Role

You are an evaluator for a funding agency.

What would you look for in a proposal from this network to decide whether or not to recommend funding for it?

Think/Pair/Share


Action PlanAction Plan

• What is one thing you have learned from this session that you can apply to your situation?

• What is one thing you will do:– in the next 3 months– with whom– that costs less than $15?


Documents

Using Regional Pedagogical Communities to Improve STEM Learning Environments Facilitators: Marlene Moore Barbara Stebbins-Boaz Willamette University in