3-7 Implementing Learning Communities: Lessons through Year Two

Session: Advancements in undergraduate education: connecting classrooms to research and careers in sustainable geology

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Abstract:

Pennsylvania Western University – California received an NSF-IUSE grant to study the impact of faculty professional development (PD) on science literacy among students. A learning community (LC) approach to PD for science faculty provided opportunities for facilitators and faculty participants to discuss instructional techniques and philosophies, as well as classroom challenges.  Instructors (n=20) volunteered in three LC cohorts over a three-year period.  Results of the first and second cohorts include qualitative (year 1, n=7) and quantitative (year 2, n= 5) findings.  Common results include (a) Faculty positively viewed the LC structure and facilitator responsiveness; (b) Most faculty found learning about peers’ instruction and discussing barriers to learning among the most useful LC activities; (c) Most faculty were more receptive to attempting active-learning strategies after hearing examples from LC colleagues; (d) All faculty agreed the LC made them realize there were elements of their instruction they wanted to change; (e) Most faculty agreed that the LC helped them improve their instruction and increased student engagement; and (f) No single factor emerged as a leading barrier to implementing active-learning strategies.  As geoscientists, the opportunity to discuss pedagogy with chemistry and biology faculty was enlightening.  We’ve introduced more peer-mentoring, Q & A style lecture periods, and primary literature assignments.  Student engagement and scientific literacy has improved in geology classes as a result of these changes as indicated by scores on a standardized science literacy instrument, student interviews, and faculty feedback.

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