Accelerating Change: The Power of Faculty Change Agents to Promote Diversity and Inclusive Teaching Practices

Autor/inn/en	Macdonald, R. Heather; Beane, Rachel J.; Baer, Eric M. D.; Eddy, Pamela L.; Emerson, Norlene R.; Hodder, Jan; Iverson, Ellen R.; McDaris, John R.; O'Connell, Kristin; Ormand, Carol J.
Titel	Accelerating Change: The Power of Faculty Change Agents to Promote Diversity and Inclusive Teaching Practices
Quelle	In: Journal of Geoscience Education, 67 (2019) 4, S.330-339 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Macdonald, R. Heather) ORCID (Beane, Rachel J.) ORCID (Baer, Eric M. D.) ORCID (McDaris, John R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1089-9995
DOI	10.1080/10899995.2019.1624679
Schlagwörter	Educational Change; Change Agents; College Faculty; Faculty Development; Teacher Role; Teacher Student Relationship; Earth Science; Equal Education; Inclusion; Educational Practices; Student Diversity; Evidence Based Practice; Teacher Workshops; Teaching Methods; Two Year Colleges; Models; Trust (Psychology); Peer Relationship; Self Concept; Scientists; Two Year College Students + Suchen Sie Ihr Suchwort? Bildungsreform; Fakultät; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Earth sciences; Geowissenschaften; Inklusion; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Peer-Beziehungen; Selbstkonzept; Scientist; Wissenschaftler
Abstract	Faculty play an important role in attracting students to the geosciences, helping them to thrive in geoscience programs, and preparing them for careers. Thus, faculty have the responsibility to work toward broadening participation in the geosciences by implementing equitable and inclusive practices in their teaching and their programs. Faculty professional development that promotes diversity and inclusion is one way to move evidence-based practices into wider use. The adoption of these practices may be accelerated through a professional development diffusion model that amplifies the impacts through the work of faculty change agents. An example of this approach is the SAGE 2YC professional development program, in which faculty change agents learn and practice strategies during workshop sessions, implement changes in their own teaching, and then work in teams to lead workshops in their region under the auspices of the national program. Although this example focuses on two-year colleges, the model is applicable to faculty professional development more broadly. The success of the model is due in large part to a suite of leader-developed workshop sessions and curated resources that change agent teams may select and adapt for the regional workshops they lead. Furthermore, change agents are trusted colleagues, which makes adoption of the evidence-based practices by regional workshop participants more likely. Increased adoption of a change agent approach to faculty development will support the creation and sharing of additional resources, leading to wider diffusion and implementation of inclusive teaching practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01