Recent Changes

{Theory of Teacher Adaptation.pdf}
Organizational Change
Diffusion of Innovation
diffusion of innovation wikipedia

Please indicate the pieces we would each like to contribute to the project, the questions you see the paper answering, and/or what your goals are regarding your participation in this working group. At the bottom of the page is space for us to begin an outline of the review paper, each section will be labelled with who is responsible for that section.
Karen
what is knowknown about the
Nancy
My goal is to examine the evidence used to justify existing faculty development models. I am interested in helping to write a literature review paper. I am less interested in the faculty development grant proposal except, perhaps, in a role as evaluator. Although I do not plan to be a Co-PI, I will help you with that proposal since I know about NSF/DUE and TUES panels.

Please indicate the pieces we would each like to contribute to the project, the questions you see the paper answering, and/or what your goals are regarding your participation in this working group. At the bottom of the page is space for us to begin an outline of the review paper, each section will be labelled with who is responsible for that section.
Karen
institutions and situations
.situations.
Nancy
My goal is to examine the evidence used to justify existing faculty development models. I am interested in helping to write a literature review paper. I am less interested in the faculty development grant proposal except, perhaps, in a role as evaluator. Although I do not plan to be a Co-PI, I will help you with that proposal since I know about NSF/DUE and TUES panels.

Nancy
My goal is to examine the evidence used to justify existing faculty development models. I am interested in helping to write a literature review paper. I am less interested in the faculty development grant proposal except, perhaps, in a role as evaluator. Although I do not plan to be a Co-PI, I will help you with that proposal since I know about NSF/DUE and TUES panels.
DonDonI am interested in partcipating in the production of both products, but I admit that my other obligations constrain me from taking a lead. On the positive side, three of my obligations are directly relevant - coordinating Graduate Certificate in University Faculty Preparation program, supervising 25 TAs, and developing a TA training program with the college of engineering. There is a body of literature that discuses obstacles or resistance to becoming a scholarly teacher. I think we should consider what part of either product that issue should play. Along with discussing the environment or factors that promote change, I (we) need to identify the range of models used to develop faculty successfully. From readings Karen's work, the key seems to be community, but to what extent does the environment (faculty, administrative, and/or institutional goals and values) affect this?
Kelly
Regarding the paper: My personal experience is related to K-12 teacher professional development using the "summer institute" model. We collected solid evidence that teachers 1) were interested, 2) learned new technologies and 3) increased their comfort level with content covered, but we found that implementation/integration of the new content/technologies was rather low. We wanted to study the factors that facilitated and impeded the adoption of the curriculum from the institute, but the grant we wrote for this work was not funded. We went for stimulus money through NIH and really should have gone to a different funding source, such as NSF. I got the job at CSUS and didn't rewrite (nor did I write up any of the data we collected over the years of the grant). So, I have a little bit of knowledge of the literature regarding the "summer institute" model of PD - again largely involving K-12 teachers, but don't know much about the "change" literature or the PD in higher ed (other than the papers Karen has passed along). I have also recently taken over the GTA (graduate teaching assistant) course/program at CSUS and I'm re-designing the entire course (as well as trying to get an increase in course credits). I've looked at various models for training graduate teaching assistants - many of who may be our future biology department colleagues - so this may be relevant to our paper. I also spoke to a friend of mine in the School of Ed that has been very involved in pre and in-service science teacher training for many years and she thought the idea of a meta-analysis or review article addressing different models of PD (the pros/cons) would be very valuable to the field.

FIRST Project references??
Other models of Biology Faculty Instructional Development??
Professional Development/Training for Graduate Teaching Assistants
{Rushin_GTA training_ABT 1997.pdf}
{Nurrenbern_GTA training_JCE 1999.pdf}
{Jones_GTA training_InnovHigherEd 1993.pdf}
{Baumgartner_PD for GTA_JCST 2007.pdf}
K12 Faculty Change
Professional Development and Teacher Learning: Mapping the Terrain