Large-scale change in teaching practices via department-based educational development: Conclusions of the Carl Wieman Science Education Initiative

Abstract

To follow-up on our in-progress reports of previous years, we present key findings at the conclusion of the Carl Wieman Science Education Initiative at the University of British Columbia (UBC). The core model for change has consisted of hiring and training “Science Teaching and Learning Fellows” at the post-doc or contract faculty level to partner with faculty members in bringing the principles of “scientific teaching” into departments: (1) establishing what students should learn; (2) determining what students are actually learning by systematically gathering data; (3) deploying, adapting, or designing research-based instructional methods, assessments, and curriculum that support the intended learning; and (4) evaluating and disseminating results. Beyond the primary goal of transforming undergraduate science education – with a majority of faculty having engaged with the fellows, influencing the teaching of nearly 200 courses that represent about three quarters of all credit hours taught in the UBC Faculty of Science – and an associated shift in department cultures, other accomplishments include a substantial accrued base of local data, a well-used website featuring evidence-based teaching practices, over 100 research publications including new measurement tools and teaching practice implementations, shaping the careers of dozens of fellows, and inspiring similar work at a number of institutions. Those who attend this session will learn about models for change in higher education articulated in recent years, with the components of this large-scale initiative mapped onto the different models as an example. They will also learn of recommended practices to support and evaluate change efforts in their own departments/institutions