Welcome to the
Faculty as Change Agents Workshop
June 2016
Faculty as Change Agents: Transforming
Geoscience Education in Two-year Colleges
• Build a national network of local communities
of 2YC geoscience faculty who catalyze change
at multiple levels
• Implement evidence-based strategies to
– improve academic success of all students
– facilitate professional pathways of students into
the geoscience workforce
– broaden participation in the geosciences
• Investigate models of professional
development for full-time and adjunct 2YC
geoscience faculty
June 2016 Workshop Goals
For Change Agents
• Continue to build the project community
• Learn more about aspects of the three major
strands of the project:
• Supporting the academic success of all students,
focusing on metacognition
• Broadening participation within the geosciences,
specifically addressing implicit bias
• Facilitating professional pathways of students
within the geosciences
• Generate individual and team action plans for
• Enhancing your teaching;
• Strengthening your geoscience program; and
• Developing your plans for the regional workshop
you will lead in the fall
For Administrators
• Learn more about the
geoscience program(s) at
their institution
• Learn about the SAGE 2YC
project goals, the work of
the Change Agents, and
how these are related to
work at their institution
• Support the faculty Change
Agents in generating action
plans for the geoscience
program at their institution
Faculty as Change Agents:
Transforming Geoscience Education in Two-year Colleges
Elrod and Kezar (2015) Increasing Student Success in STEM: Peer Review, Spring, v. 17, n. 2.
Pathways to Results (PTR)
Office of Community College Research
and Leadership, University of Illinois
PTR has been implemented in 47/48 community colleges in Illinois as well as community colleges in
Arkansas, Minnesota, Ohio, Kentucky, Texas, and more. It empowers organizations to use data,
methods, templates, and tools to continuously improve pathways by addressing inequities in
student outcomes. Enhanced outcomes for students, programs, organizations, and systems is the
ultimate goal of PTR.
Kotter’s Model for Change
An adaptation of PTR
for SAGE 2YC
Next steps: Implementation plan, champion
team, geoscience faculty, and more
Friday
Outcomes and equity assessment:
Using data to form your plan and
determine your success
Locating leverage points within the
student experience: Mapping processes
and practices related to your needs
Thursday
Beginning to bring geoscience
program needs into focus
Strengths, weaknesses,
opportunities, threats: A SWOT
analysis of your program
Describing your geoscience
program: A visualization
Wednesday
Developing your team action plan
for your geoscience program
SAGE 2YC: Faculty as Change Agents in Context
• Project strands
• Supporting academic success of
all students
• Facilitating professional
pathways of students in
geoscience
• Broadening participation
• Change Agent individual and
team work
• Individual teaching
• Geoscience program
• Regional community
• National Initiatives
– Achieving the Dream
– Completion by Design
– Guided Pathways
• State Context
– PBF
• Institutional and
Campus Context
SAGE 2YC: Faculty as Change Agents
Role of Administrators
• Letter of support as part of NSF proposal
• Participate in the June workshop
• Support your geoscience Change Agent(s): their
plans and their professional development
• Facilitate connections and resources on campus that
can help with the action plan developed by the
Change Agent(s)
• Support use of data and Institutional Research
connections