Transforming the Conversation about Teaching Evaluation in Higher Education: Thoughts from the National Academies' Roundtable on Systemic Change in Undergraduate STEM Education
Tuesday, March 24, 2020
11:00 am PT | 12:00 pm MT | 1:00 pm CT | 2:00 pm ET
Presenters: Andrea Greenhoot (University of Kansas), Ann Austin (Michigan State University), Noah Finkelstein (University of Colorado Boulder), and Kerry Brenner (National Academies)
Graphical notes from the National Academies' Roundtable on Systemic Change in Undergraduate STEM Education, September 12-13, 2019
The Roundtable on Systemic Change in Undergraduate STEM Education is a group of the National Academies of Sciences, Engineering, and Medicine that brings together national experts and thought leaders representing the full spectrum of stakeholders in higher education. In September 2019 they held a working meeting on Recognizing and Evaluating Science Teaching in Higher Education in cooperation with ASCN, AAU, and TEval. This working meeting brought together people working to improve teaching evaluation to discuss their experiences and to use the resulting information to coordinate and catalyze further actions that will leverage teaching evaluation to advance the common goal of improving undergraduate STEM learning experiences. This webinar will highlight some of the examples presented at the working meeting, themes noted by participants, and opportunities for further work that will bring these ideas to a wider audience that includes campus leaders. The webinar will provide an opportunity for participants to share ideas on what kinds of resources and events would be helpful to elevating and advancing the discussion of teaching evaluation, in particular how it relates to evidence-based instruction and faculty incentives and rewards.
This webinar is designed for individuals involved in STEM education reform initiatives or who are interested in change efforts and avenues for connecting to a national agenda. We welcome current faculty as well as future STEM faculty; academic and administrative leaders at 2- and 4-year colleges and universities; and leaders and staff of non-profit organizations, professional societies and disciplinary associations, and funding organizations.
As a result of this webinar, participants will learn about:
- The purpose and initiatives of the Roundtable on Systemic Change in Undergraduate STEM Education
- The working meeting at the National Academies on recognizing and evaluating teaching of science in higher education
- Future plans for additional work to spread the word about the importance of holistic approaches to teaching evaluation
Registration deadline: Sunday, March 22
Time - 11:00 am PT | 12:00 pm MT | 1:00 pm CT | 2:00 pm ET
Duration - 60 minutes
Format - Online web presentation via Zoom web meeting software with questions and discussion. Go to the webinar technology page for more information on using Zoom. Detailed instructions for joining the webinar will be emailed to registered participants one day prior to the webinar.
Preparation - Read the short Proceedings of the Workshop held September 11 & 12, 2019
Please email Mitchell Awalt (mawalt at carleton.edu) if you have any technical questions about this event.
Ann E. Austin
University Distinguished Professor of Higher, Adult, and Lifelong Education at Michigan State University, where she also serves as Associate Dean for Research in the College of Education and Interim Associate Provost for Faculty and Academic Staff Development. Her research concerns academic work and professional development, teaching and learning issues, doctoral education, STEM education, and organizational change. She has been a Program Officer at the National Science Foundation, a U.S. Fulbright Fellow (1998, South Africa), and President of the Association for the Study of Higher Education. She is currently serving as Co-Chair of the National Academy of Sciences' Roundtable on Systemic Change in Undergraduate STEM Education, and she is PI/co-PI on several National Science Foundation-funded projects (one focused on preparation of future STEM faculty as effective teachers; one on teaching evaluation; and one examining networks of organizations committed to strengthening undergraduate education). In 2010, she was named a Fellow of the American Educational Research Association in recognition of substantial contributions to educational research and, in 2018, she received the Research Achievement Award from the Association for the Study of Higher Education. She also has received teaching awards at her university, and she has worked in more than 15 countries. Her publications include Faculty Development in the Age of Evidence: Current Practices, Future Imperatives (2016), Rethinking Faculty Work: Higher Education's Strategic Imperative (2007), Creating the Future of Faculty Development: Learning from the Past, Understanding the Present (2005), and Paths to the Professoriate: Strategies for Enriching the Preparation of Future Faculty (2004), as well as numerous journal articles, chapters, and monographs concerning higher education in the U.S. and international contexts.
is a Professor of Physics at the University of Colorado Boulder and conducts research is in physics education, specifically studying the conditions that support students' interests and abilities in physics – developing models of context. In parallel, he conducts research on how educational transformations get taken up, spread, and sustained. He is a PI in the Physics Education Research (PER) group and a co-director of CU's Center for STEM Learning. He co-directs the national Network of STEM Education Centers, is building the STEM DBER-Alliance, and coalitions advancing undergraduate education transformation. He is involved in education policy serving on many national boards, sits on a National Academies' roundtable, is a Trustee of the Higher Learning Commission, is a Fellow of the American Physical Society, and a Presidential Teaching Scholar and the inaugural Timmerhaus Teaching Ambassador for the University of Colorado system.
Kerry Brenner Kerry Brenner
National Academies of Sciences, Engineering, and Medicine
is a senior program officer for the Board on Science Education. She was the study director for the 2017 consensus report Undergraduate Research for STEM Students: Successes, Challenges, and Opportunities and the 2017 workshop on service learning in undergraduate geosciences education as well as the recently released report Science and Engineering for Grades 6-12: Investigation and Design at the Center. She is the director of the Roundtable on Systemic Change in Undergraduate STEM Education. She previously worked for NASEM's Board on Life Sciences, serving as the study director for the project that produced Bio2010: Transforming Undergraduate Biology Education for Future Research Biologists. As an outgrowth of that study she participated in the founding of the National Academies Summer Institutes for Undergraduate Education. She earned her bachelors' degree from Wesleyan University in Middletown, CT and her Ph.D. in Molecular Biology from Princeton University.
Andrea Follmer Greenhoot ("Dea")
is Professor of Psychology, Director of the Center for Teaching Excellence and Gautt Teaching Scholar at the University of Kansas. Her research in psychology is on cognitive development with a special focus on memory development. In addition to her memory research, she studies the applications of cognitive and developmental science to questions about teaching and learning in postsecondary education. Supported by grants from the Spencer Foundation, the Teagle Foundation, and the National Science Foundation (NSF), her work has examined strategies for enhancing learning and skill development in large courses, for assessing learning, and for using the evidence to improve education. She also led the development, evaluation, and scaling-up of KU's first year seminar program. Dea is a member of the Hub of the Bay View Alliance (BVA), a consortium of North American research universities that are studying strategies to promote and support widespread faculty adoption of evidence-based teaching practices. She is principle investigator of the TRESTLE (Transforming Education, Stimulating Teaching and Learning Excellence) project, a collaboration among BVA partners to implement and evaluate a model of improving undergraduate STEM education through course transformation programs. Supported by a grant from the NSF, the TRESTLE network is looking at department-embedded expertise and community building as mechanisms for promoting broader, sustained adoption of effective teaching practices, and improved student learning, in STEM courses.
- Welcome and introductory remarks
- General information about the Roundtable's work
- Specific information about Recognizing and Evaluating Science Teaching in Higher Education and other related efforts in this area
- Our ideas for next steps and request for input from participants on next steps
- Webinar evaluation
Resources and References