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Three CCLI Faculty Developer Vignettes

Three faculty grantees were asked to provide a five minute vignette on their experiences with disseminating one of their educational innovations.

  • Cathy Skokan, Colorado School of Mines
  • Michael Gage, University of Rochester
  • Robert Beichner, North Carolina State University

Cathy Skokan, Colorado School of Mines

  • Energy Curriculum for Tribal Colleges
  • Target audience: Faculty in mathematics, science and technology
  • Developed a series of courses, showed it to two tribal colleges, went to drawing board with tribal colleges, and put together as six course sequence
  • Tribal Colleges gave a series of limitations: students are different, they don’t learn from just lecturing need lots of hands on, wide range of faculty (but they’re really the same as everywhere else)
  • Schools can’t absorb more than one or two courses per year, couldn’t expect the colleges to adopt whole 6 course curriculum
  • Some faculty only use activities, some use whole modules, some use whole curriculum
  • High school, middle school and elementary school teachers
  • Success factors:
    • Tribal college community is a specific target community
    • 1-2 courses per year
    • Activities, modules need to understand financial limitations
    • Did conferences and journal articles for dissemination

Michael Gage, University of Rochester

  • WeBWorK project: http://webwork.maa.org/wiki/Main_Page
  • About 100 schools are using WeBWorK now
  • Community wiki for interaction, forum, trying video conferences
  • Moving from University of Rochester to MAA to raise visibility
  • Support over 10 years from NSF, moving to MAA over next 5 years with “more dissemination”
  • Specific Goals: Just trying to move homework online, graded automatically (all homework is graded, almost no work for professor) with instant feedback (students find the feedback extremely useful)
  • Dissemination to:
    • Initial dissemination via research contacts.
    • Then spread via Rochester’s department chair and told his colleagues about it. Department heads are especially interested in automatic grading
    • Smaller universities hear about it “by word of mouth”. Smaller university faculty are more interested in educational aspects.
    • Lots of presentations.
    • Graduate students have used as students, and now that they’re teaching.

Robert Beichner, North Carolina State University

  • SCALE-UP Project: http://www.ncsu.edu/PER/scaleup.html
  • Work together, leverage community as much as you can
  • Workshop for high school teachers on SCALE-UP, run by Windward School—the community has taken leadership and builds on work
  • Be opportunistic, lots of connections that interweave relationships