CITFacultyFellowsProgram
EvaluatingtheImpactoftheDukeUniversityCenterfor
InstructionalTechnologyFacultyFellowsProgramon
TeachingandLearning
June2016
PreparedbyKimManturuk,ProgramEvaluator
Created:5/5/16
Lastupdated:6/17/16
TableofContents
ExecutiveSummary..................................................................................................................................3
DescriptionoftheFellowshipProgram...........................................................................................3
PeopleServed.........................................................................................................................................3
FellowshipImpactsonParticipants...................................................................................................4
FellowshipImpactsonTeachingatDuke........................................................................................7
ConversationswithColleagues.......................................................................................................8
ChanginghowColleaguesTeach....................................................................................................8
MentoringColleagues..........................................................................................................................8
PromotingTeachingExcellence......................................................................................................8
ChallengesandOpportunities..............................................................................................................9
RewardingTeaching............................................................................................................................9
DepartmentOutreach..........................................................................................................................9
CentralizedResources.........................................................................................................................9
AppendixA:ListofParticipantsfromFellowships2012-2016........................................11
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ExecutiveSummary
ThisreportusesdatacollectedfromthreerecentCITFacultyFellowshipstoanswer
twoquestions:
1. Dofellowshipparticipantschangehowtheyteach?
2. Doesthefellowshipprogramhaveanimpactonteachingandlearningat
Dukebeyondtheindividualswhoparticipateinthefellowships?
Wefindthattheanswertobothofthesequestionsis“yes”.Peoplewhoparticipate
inCITfellowshipssignificantlychangehowtheyteachtheirclasses,positively
impactingthousandsofstudentsatDuke.Wealsofindthatthefellowshipscreate
positiveimpactsonhowotherpeopleatDuketeach.Thishappensbecause
fellowshipparticipantsmentorotherfacultymembersandbecomeadvocatesfor
promotingteachingexcellenceacrosstheuniversity.
DescriptionoftheFellowshipProgram
Thisreportfocusesondatacollectedfrompeoplewhoparticipatedinthethree
mostrecentfellowshipsthatfocusedonteaching.Thesewere:Team-Based
LearningFellowship(May-December2012),FlippedClassroomFellowship
(September2013-May2014),andActiveLearningFellowship(May-December
2015).Whilethethreefellowshipswereeachslightlydifferentinstructureandin
thetopicstheycovered,allthreefellowshipsusedactivelearningtechniquestohelp
facultymembersmakesignificantcourserevisionsandreducerelianceon
classroomlecturesforinstruction.
PeopleServed
Acrossthethreefellowshipscoveredbythisreport,34peopleparticipatedasfull
fellows1.AlistofparticipantscanbefoundinAppendixA.Halfofthefaculty
memberswhoparticipatedinthefellowshipsarepeopleengagedprincipallyin
teachingatDuke,asshowninChart1.
1Twopeopleparticipatedasoccasionalmembersofonefellowshipduetoschedulingconflicts.
2Wedidnotaskparticipantsintheflippedclassfellowshipwhethertheyredesignedtheircourses
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Chart1:FellowshipParticipantsbyRank
Non-tenuretrack
professor
Tenuredprofessor
6% 3%
9%
12%
50%
Tenure-track
professor
Graduatestudent
Visitingprofessor
21%
Post-doc
Non-tenuretrackfacultytitlesoffellowshipparticipantsincludeProfessorofthe
Practice,Lecturer,Instructor,andLecturingFellow.Visitingandothertemporary
appointmentsareexcludedfromthiscategory.
One-thirdoftheparticipantsweretenuredortenure-trackprofessors.Three
participantsarenolongerwithDuke;allofthemwereintheearliestcohortof
fellows.Twenty-twodifferentdepartmentswererepresentedinthethree
fellowships.
Itappearsthatparticipationhastrendedtowardsfewertenuredandtenuretrack
facultymembers.In2012,sevenparticipantsweretenuredortenuretrackwhile
eightwerenot.In2015,twoparticipantsweretenuredortenuretrackandseven
werenot.
FellowshipImpactsonParticipants
Wecollecteddatafromfellowshipparticipantsinthefollowingfourways:
• Post-fellowshipsurveyswithparticipants(n=19)
• InterviewswithparticipantsintheFlippedClassroomFellowship(n=4)
• FocusgroupwithActiveLearningFellowshipparticipants(n=8)
• Long-termfollow-upsurveysin2-4yearslaterwithparticipantsinallthree
fellowships(n=12)
Alltheavailabledataindicatethatfellowshipparticipantschangehowtheyteachas
aresultofthefellowship.Forspecificexamples,seetheTeam-BasedLearning
Fellowshipreportathttps://cit.duke.edu/pdf/reports/CIT-TBL-Fellowship-reportApril-2013.pdf.Acrossallthreefellowships,participantsindicatedthattheyfelt
theywereteachingbetterandstudentswerelearningmorebecause,asadirect
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resultofthefellowship,theywereusingmoreactivelearningandteam-based
learningintheircourses.
Mostparticipantsidentifiedaspecificcoursethattheywantedtoredesignthrough
thefellowship.Twenty-fourcourseswereredesignedthroughtheTeam-Based
LearningFellowshipandfifteencourseswereredesignedthroughtheActive
LearningFellowship2.Thesenumbersrepresentonlythecoursesthatpeople
intendedtoredesignwhentheyappliedforthefellowship.Sakairecordsindicate
thatmanyfellowshipparticipantssubsequentlytaughtadditionalcourses.
Severallarge,introductoryclassesthattypicallyenroll100–400studentswere
redesignedasaresultofaCITFacultyFellowsProgram.Theseinclude:
• Biology201,Biology202
• Physics141,Physics142,Physics151
• Statistics101,Statistics151
• Chemistry101,Chemistry110,Chemistry201,Chemistry202
• EnvironmentalScience102
• ComputerScience201
Atotalof7,633uniquestudentstookatleastoneclassfromaninstructorwho
previouslyparticipatedinafellowshipoverthesevensemestersfromspring2013
throughspring2016;studentswhotookmultipleclassesimpactedbythefellowship
programwerecountedonlyonce.
ToquantifytheimpactthesefellowshipshadonteachingatDuke,weusedSakai
recordstoidentifyallthecoursestaughtbypeoplewhoparticipatedinafellowship,
beginninginthesemesterafterthefellowshipended.Wethenusedcourserosters
tocountthenumberofstudentsoncampuseachsemesterwhotookatleastone
classtaughtbyaninstructorwhowasafellowshipalumnus.Thesenumbersare
showninChart2below.
2Wedidnotaskparticipantsintheflippedclassfellowshipwhethertheyredesignedtheircourses
becauseintendingtoredesignacoursewasacriterionforparticipatinginthefellowship.
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Chart2:NumberofDukeStudentsinFellowship-ImpactedCourses
Graduatestudents
Undergraduates
324
316
1614
1480
375
206
128
1879
1169
159
171
1336
1194
1741
Spring2013 Fall2013 Spring2014 Fall2014 Spring2015 Fall2015 Spring2016
Thenumbersaboverepresentaconservativeestimateofthenumberof
undergraduatesbeingimpactedbyCIT’sFacultyFellowsprogramsbecausewewere
notabletoidentifyundergraduatestakinggraduate-levelcourses.Anyoneina
coursenumbered500orabovewascountedasagraduatestudent,althoughsome
ofthosecoursesareopentoundergraduates.
WeusedthenumbersshowninChart2tocalculatethepercentofDuke
undergraduatesinatleastonefellowship-impactedcourseeachsemester.The
resultsofthatcalculation,basedonthemostrecentreportedundergraduate
enrollmentof6,485,areshownbelowinChart3.
Chart3:PercentofDukeUndergraduatesinaFellowship-ImpactedCourse
35%
30%
25%
20%
15%
10%
5%
0%
Spring Fall2013 Spring Fall2014 Spring Fall2015 Spring
2013
2014
2015
2016
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Evenwhencourseswerenotsignificantlyredesigned,fellowshipparticipantscould
identifyspecificactivitiesorapproachestoteachingthattheyadoptedandwhich
improvedtheirteaching.Forexample,oneparticipantsaidthatsheprerecorded
someofherlecturesandfeltthatitgaveherthefreedomtobemorecreativeand
experimentalduringclass.Shepreviouslyworriedthatifshedidnotdevoteallher
timetolecturing,shewouldnotcoverallthecoursematerial.Shesaidthestudent
feedbackwasverypositive;studentsfeltlesspressureduringclasstimetoabsorba
largeamountofnewmaterialandsaidtheactivitiesinclassreinforcedwhatthey
werelearningoutsideofclass.
FellowshipImpactsonTeachingatDuke
WealsofindevidencethattheCITfellowshipshaveanimpactonteachingatDuke
beyondtheindividualfacultymemberswhoparticipateinthem.Thishappens
largelybecausefellowshipparticipantsbecomeadvocatesforteachingexcellencein
theirdepartmentsandamongtheircolleagues.Thechartbelowshowsthe
fellowshipimpactswithredindicatingdirectimpactsonfellowshipparticipantsand
blueindicatingindirectimpactsonotherpeopleatDuke.
Chart2:FellowshipImpactsonTeaching
Dosomethingtopromoteteachingexcellence
inyourdepartment
41%
Helpacolleaguechangehowtheyteach
MentoranotherfacultymemberatDuke
58%
67%
Talkaboutteachingwithacolleague
92%
Seekoutteachingdevelopmentexperiences
58%
ComebacktoCITforsomething
58%
Tryanexperimentinteaching
83%
ChangehowIteach
83%
Blue-ImpactsonteachingatDuke
Red-Impactsonfellowshipparticipants
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ConversationswithColleagues
Asshownabove,almostallfellowshipparticipantsindicatedthattheytalkedwith
otherfacultymembersaboutteaching.Whenweaskedforexamplesofthis,one
persontoldus,“[I]havediscussedmyuseofTBLin[department]courseswith
severalotherfaculty,andhadoneassistinmyclassroomsothathecould
experiencetheformat.”
ChanginghowColleaguesTeach
Wealsofoundexamplesoffellowshipparticipantshelpingcolleagueschangehow
theyteach.Inoneexample,afellowshipparticipantrecountedhavinga
conversationwithacolleagueaboutlearningobjectives.Thecolleaguesaidhewas
writinglearningobjectivesforhiscourseandhehadabout15.Thefellowship
participantwasabletohelphimnarrowhisobjectivesdownto5measureableones.
Anotherfellowshipparticipantgavethefollowingexampleofimpactingothersat
Duke:
IhavebeenabletoshareacoupleoftechniquesIlearnedintheCIT
fellowshipwith4othercolleagues!Thesetechniquesincludedspecific
activities,discussionsaboutthevalueofdifferentassessmentsfor
differenttypesoflearners,specifyinggoalsofactivitieslinkedto
courseobjectives,andtheutilityandpracticalityofgrouplearning.
Onecolleague,inparticular,hadexpressedinterestinincorporating
moreformativeassessmentsandopportunitiesforapplicationof
knowledge.Ibelievethatmydiscussionswithherhelpedherdevelop
theseaspectsofhercoursethissemester,andshehasseenpositive
responsesfromthestudents.
MentoringColleagues
AthirdwaywefoundfellowshipsimpactedteachingatDukeiswhenfellowship
participantsmentoredotherfacultymembers.Thishappenedmostoftenwhen
peopleco-taughtcourses.Severalparticipantstoldusthattheyco-taughtacourse
withsomeonewhowasunfamiliarwithactivelearningand,aftertheexperience,the
persontheytaughtwithchangedhowtheytaughtinothercoursesaswell.One
participantdescribed,“Iwaspairedwithanewfacultymembertoco-teachacourse
lastyear,andweusedtheunitplansIdevelopedasaresultofthefellowshipaswell
asaflippedclassroomformat.Theotherinstructorhascontinuedtheactive
learningformatthisyear.”
PromotingTeachingExcellence
Finally,justunderhalfofthepeoplewhorespondedtooursurveyindicatedthey
haddonesomethingtopromoteteachingexcellenceintheirdepartment.For
example,onepersonsaidhetalkedwithhisdepartmentchairaboutholdingan
activelearningworkshopforthedepartment.Anotherpersonsaidthatshegavea
presentationaboutactivelearninginadepartmentmeeting.
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ChallengesandOpportunities
Oneever-presentchallengeforanyresearchuniversityishowtosupportteaching
excellencewhenmanyfacultymembersfeelencouragedtofocusheavilyon
researchandscholarship.Whiletherearevalidreasonsforthisculturetoexist–
regularrankfacultyatresearchinstitutionsareexpectedtobecomerecognized
leadersintheirfieldsthroughresearch–weproposethatthereareopportunitiesat
Duketoimprovehowtheuniversitysimultaneouslysupportsexcellenceinresearch
andteaching.Wefindgreatpotentialinthefeedbackfromfellowshipparticipants
indicatingawidespreadandgenuinecommitmenttoteachingexcellenceamong
facultymembersatDuke.
RewardingTeaching
OnewaythatDukecouldsupportinnovativeteachingwouldbetoincrease
recognitionforthosefacultymemberswhohaveteaching-focusedpositions.There
isevidencethatthereissupportforsuchaproposal.WithinTrinityCollegeofArts
andSciences,23%offacultymembersarenon-tenuretrack,e.g.,Professorsofthe
Practice,yetoverthepast10years,35%ofArtsandSciencesteachingawardshave
beenawardedtonon-tenuretrackfaculty.Additionalawardsorrecognition
opportunitiescouldbecreatedtohighlighttheworkofteaching-focusedfaculty
members.
Thereisalsoanopportunitytobetterleveragecurrentstudentstorecognize
excellenceinteaching.Currentlyfacultymemberswhosecourseevaluationsarein
thetop5%receivealetterofrecognitionfromthedean.However,course
evaluationsareonlyonesourceofinformationfromstudentsabouthowwellpeople
areteaching.Creatingaprocessbywhichcurrentstudentscannominatefaculty
membersforteachingrecognitionwouldexpandthewaysthatthepeoplebeing
taughtcanidentifyoutstandingteachers.
DepartmentOutreach
Basedonourinterviewsandfocusgroups,itisclearthatthereissignificant
variationinhowmuchemphasisdepartmentsplaceonteachingexcellence.The
fellowshipparticipantslargelyfeltthattheirdepartmentsbelieveteachingis
valuable,buttheyheardfromcolleagueswhohaddifferentexperiences.The
universityleadershipcouldincentivizealldepartmentstovalueteachingthrough
initiativessuchasdepartment-specificteachingawardsorfundingfordepartmentbasedteachingworkshops.
CentralizedResources
Manyofthepeoplewhoparticipatedinthefellowshipstoldusthattheywouldnot
haveknownsuchanopportunityexistediftheywerenotalreadyconnectedwith
CITthroughsomeotherproject.Wealsoheardfromsomepeoplethattheyonly
learnedaboutthefellowshipsandotherCITresourcesbytalkingtoacolleaguewho
hadpreviouslyparticipated.
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WhilethismayhighlighttheneedforCITtomorewidelypromotefuture
fellowships,itmayalsobeindicativeofthelackofcentralizedresourcesrelatedto
teachingpractice.Thecreationofacentralizedwayforfacultymemberstofind
teaching-relatedresourcescouldtakemanyforms:ateachingcenteroncampus,a
teachingfairforfaculty,anewfacultyorientationevent,orsomeotherwayto
connectfacultymemberswithalltheteaching-relatedresourcesoncampus.
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AppendixA:ListofParticipantsfromFellowships2012-2016
ActiveLearningFellowship:
ElizabethBucholz,Lecturer,BiomedicalEngineering
TanyaDuncan,PostdoctoralAssociate,Biology
JefferyForbes,AssociateProfessorofthePractice,ComputerScience
EricGreen,AssistantProfessorofthePractice,DukeGlobalHealthInstitute
MahmoudKaddoura,AssistantProfessor,SchoolofNursing
MinnaNg,VisitingAssistantProfessor,DukeInstituteforBrainSciences
ChelseaSalinas,Instructor,BiomedicalEngineering
JulieTuttle,LecturingFellow,ThompsonWritingProgram
GenniferWeisenfeld,Professor,Art,ArtHistoryandVisualStudies
FlippedClassFellowship:
DorianCanelas,AssistantProfessorofthePractice,Chemistry
CharlotteClark,Lecturer,NicholasSchooloftheEnvironment
AmandaStarlingGould,GraduateStudent,Literature
HenryGreenside,Professor,Physics
StephenKelly,VisitingProfessorofthePractice,PublicPolicy
KenRogerson,AssociateProfessorofthePractice,PublicPolicy
Kearsley(Karrie)Stewart,AssociateProfessorofthePractice,DukeGlobalHealth
Institute
LizTurner,AssistantProfessor,DepartmentofBiostatisticsandBioinformaticsand
DukeGlobalHealthInstitute
SandraValnesQuammen,Lecturer,RomanceStudies
JoAnneVanTuyl,Professor,Slavic&EurasianStudies
SteveWallace,Instructor,BiomedicalEngineering
Team-BasedLearningFellowship:
NicholasCarnes,AssistantProfessor,SanfordSchoolofPublicPolicy
MineCetinkaya-Rundel,AssistantProfessorofthePractice,StatisticalScience
DennisClements,ProfessorofPediatrics,CommunityandFamilyMedicine,and
GlobalHealth
DanielGauthier,ProfessorofPhysics(NolongeratDuke)
MichelleHartman,AssistantProfessor,Nursing
AlisonHill,Lecturer,Biology
KatieKretovich,GraduateStudent,CellandMolecularBiology(NolongeratDuke)
CoryKrupp,AssociateProfessorofthePractice,PublicPolicy
LauraLieber,AssociateProfessor,DepartmentofReligion
RichardLucic,AssociateProfessorofthePractice,ComputerScience
YuvonMobley,GraduateStudent,DepartmentofMolecularGeneticsand
Microbiology(NolongeratDuke)
DickMacPhail,AssociateProfessor,Chemistry
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AlyssaPerz-Edwards,AssistantResearchProfessor,Biology
ChantalReid,AssistantProfessorofthePractice,BiologyandEnvironmental
Sciences&Policy
RebeccaVidra,Lecturer,EnvironmentalSciences&Policy
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