P722: Getting off to an informed start: Insights from the Cottrell Scholars Collaborative New Faculty Workshop

Author: Jodi L. Wesemann, American Chemical Society, USA

Co-Author: Andrew Feig, Wayne State University, USA; Rory Waterman, University of Vermont, USA; Matthew Pilarz, Devasmita Chakraverty and Marilyne Stains, University of Nebraska Lincoln, USA

Date: 8/6/14

Time: 12:10 PM12:30 PM

Room: MAK A1111

Related Symposium: S52

New faculty often start their careers with limited teaching experience and sparse knowledge about how people learn. Short, national teaching workshops targeting faculty in biology, physics, and astronomy address this knowledge gap and begin to improve the instructional practices of workshop participants. The Cottrell Scholars Collaborative New Faculty Workshop was initiated in 2012 to provide a similar opportunity for new chemistry faculty hires at research-intensive universities. The workshop components and follow-up activities, grounded in professional development research, aim to increase awareness and adoption of evidence-based teaching practices. Student-centered instructional practices that can be readily implemented are modeled and practiced throughout the workshop. Participants develop and deliver teachable tidbits for their own courses. Barriers to instructional change that have been identified in the literature, such as balancing and meeting promotion and tenure expectations at research-intensive institutions, are also addressed in the workshop. Follow-up activities, which expand the impact of the workshop, have included individual mentoring and interactive webinars. In this presentation, we will explain the structure of the workshop activities and share the insights we have gained along with preliminary evidence for the effectiveness of these activities. This presentation will be helpful to those mentoring new faculty as well as those just beginning their careers.