Integrating a faculty summer workshop with a faculty learning community to improve introductory STEM courses

Abstract

The STEM Professional Academy for Reinvigorating the Culture of Teaching (SPARCT) Program at Florida Gulf Coast University (FGCU) combines a 36-hour May faculty workshop followed by an academic year-long faculty learning community (FLC) focused on evidence-based teaching practices. Participants teach introductory STEM courses and commit to 1) actively participating in both the May workshop and academic year FLC, 2) implementing changes in their introductory course based on one or more of the teaching practices introduced and 3) developing a scholarship of teaching and learning (SoTL) project based on experiences in their revised course. The summer academy includes multiple evidence-based teaching practices (such as POGIL, Mental-Model-Building, and Project Based Learning), an introduction to SoTL and IRB processes, and time for reflection and cross-disciplinary discussion of potential applications of each practice into participant courses. Discussion on the progress of participant SoTL projects and classroom peer observations both within and outside participant programs are the key components of the academic year FLC. May 2014 and academic year 2014-2015 witnessed the first offering of the SPARCT Program, which engaged 16 STEM faculty members from across the University. The second offering is currently underway, with an additional 16 STEM faculty members who, over the two years, represent a broad spectrum of STEM faculty. Faculty development is chronicled through video interviews with participants. Additional data collected includes student retention, interest, and confidence in SPARCT introductory courses, and faculty feedback on programming. Qualitative data and results collected from the videos and quantitative data from the student surveys and faculty feedback will both be discussed. Advice and lessons learned for others interested in developing a similar program will also be discussed.