Opening Access to Results of the National Geoscience Faculty Survey

Egger, Andrea; Viskupic, Karen; Iverson, Ellen; Manduca, C. A.

doi:10.1002/essoar.10501707.1

Cited by 7 publications

(5 citation statements)

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“…This appeared inconsistent with the demographics of the geoscience teaching population, at least in the US. Results from the National Geoscience Faculty Survey indicated that 19.4 % of US geoscience faculty had six years or less of teaching experience in 2016 [Egger et al 2019], whereas 74 % of our initial sample reported five years or less of teaching experience. Furthermore, the number of responses we received was lower than we had anticipated.…”

Section: Data Collection and Research Settingmentioning

confidence: 71%

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Teaching about volcanoes

Jolley

Dohaney

Kennedy³

2022

Volcanica

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Volcanology education is important for the development of geoscientists and scientifically literate citizens. We surveyed 55 volcanology instructors to determine their learning and teaching practices, perceptions of academic development, and educational support needs. Instructors reported using a wide range of practices and tools, but lectures, field experiences, maps, rock samples, academic literature, and inherited teaching materials are the most common. Instructors valued educational support from others (e.g., talking with colleagues and students, consulting with learning and teaching specialists) over conducting their own investigations. However, they did not report engaging in as many of these activities as they valued. Instructors requested more support in resource sharing and collation, conference workshops, and co-creation of resources and educational research. We suggest that instructors and academic development staff work together to share and build knowledge in the learning and teaching of volcanology in higher education, and to improve student learning outcomes.

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Section: Data Collection and Research Settingmentioning

confidence: 71%

“…In addition, our sample likely carries with it some bias. Early career instructors are overrepresented in our sample (based on the US faculty distribution reported in Egger et al [2019]). However, preliminary analyses did not indicate major differences in the response patterns of individuals with differing levels of teaching experience.…”

Section: Limitationsmentioning

confidence: 99%

Teaching about volcanoes

Jolley

Dohaney

Kennedy³

2022

Volcanica

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“…Classroom observations of cohort 1 CAs using the Reformed Teacher Observation Protocol (RTOP) (Sawada et al., 2002) revealed shifts toward student‐centered practice, and these findings aligned with instructional practice results reported by CAs in surveys designed by the project leaders and evaluation and research team members. In addition, CAs from cohorts 1 and 2 reported higher levels of interaction with a community of practice of geoscience educators to strategize to achieve a shared goal and implement practice changes relative to their peers on the National Geoscience Faculty Survey (Egger, Viskupic, & Iverson, 2019).…”

Section: Major Internal Evaluation Resultsmentioning

confidence: 99%

Lessons from research and evaluation on faculty as change agents of teaching and campus reform

Bragg¹,

Eddy

Iverson

et al. 2022

New Drctns Community Coll

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This chapter presents research and evaluation results on the SAGE 2YC project's intentional focus on a cycle of change rooted in modeling evidence-based pedagogies and facilitating change in teaching and leadership among faculty peers on multiple levels. Based on five years of qualitative and quantitative data involving 40 community colleges and 80 full-time and adjunct STEM faculty, results showed that faculty change agents increased their use of evidencebased teaching and faculty leadership roles. Changes in pedagogy contributed to improved course completion rates and reduced equity gaps between demographically diverse student groups. Carefully honed professional development strategies offered valuable lessons on supporting faculty learning, scaffolding and sharing lessons learned among faculty peers, and faculty leadership of campus reforms.This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

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“…First, the National Geoscience Faculty Survey and the EPI survey asked, “To what extent do you consider yourself part of a community of geoscience educators that shares your goals, philosophy, and values for geoscience education?” (possible responses: to a great extent, to some extent, to a little extent, or not at all); for those who responded to some extent or to a great extent, participants were asked to identify ways they interacted with this community. A sub-group of respondents from the National Geoscience Faculty Survey (Egger et al, 2019), all from community colleges, allowed for a comparison of a national group based on a similar institutional context. The vast majority (95% of community college respondents and 95% of CAs) felt they were part of a community.…”

Section: Resultsmentioning

confidence: 99%

Fostering Communities of Practice Among Community College Science Faculty

Eddy

Hao

Iverson

et al. 2022

Community College Review

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Objective/Research Question: This paper reports on data collected in a multi-year National Science Foundation grant project involving a professional development (PD) model built to support community college faculty as change agents (CAs). The research question was: How do disciplinary communities of practice (CoP) emerge among community college faculty working in teams? Methods: This research employed a mixed-method design. Data collection included interviews, focus-group sessions, reflective journals, observations, end-of-workshop evaluations, survey data with the 23 geoscience faculty CA, and data from a national survey. Data analysis used the principles of CoP. Results: When compared to other community college geoscience faculty nationally, the participants in our study reported greater levels of behaviors characteristic of CoP. The CoP emerged due to network building and resource sharing within the PD. The findings highlight the significance of structured PD on the development of robust disciplinary CoP. The initial orientation of CAs, existing institutional structures, and cultures of community colleges influenced the CoP. Putting lessons learned into practice, sharing outcomes, and leading regional PD for others contributed to strengthening of the CoP. Conclusions/Contributions: Intentional PD catalyzed the emergence of strong CoP among the community college geoscience faculty participants. The opportunities to connect with disciplinary colleagues teaching in community colleges who shared an interest in supporting student success and improving teaching practices and the opportunity to share lessons learned contributed to the CoP. Structured interactions, critical reflection, and leading colleagues in PD supported developing, maintaining, and growing the CoP.

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Opening Access to Results of the National Geoscience Faculty Survey

Cited by 7 publications

References 0 publications

Teaching about volcanoes

Teaching about volcanoes

Lessons from research and evaluation on faculty as change agents of teaching and campus reform

Fostering Communities of Practice Among Community College Science Faculty

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