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Descriptors:
Undergraduate Students; College Science; Engineering Education; Student Attitudes; Measures (Individuals); Scientific Concepts; Mathematical Concepts; Classification; Engineering; Learning Theories; Comparative Analysis; Misconceptions

Abstract:
The importance of "size and scale" in nanoscience and engineering has been recognized by both scientists and science educators. A solid understanding of this concept is key to the learning of nanoscience. Students, however, have been reported to have considerable difficulty grasping this concept; yet little is known regarding their state of understanding. To address this knowledge gap, we conducted a series of studies that were aimed at exploring the different ways students conceive of "size and scale" in the context of undergraduate nanoscience and engineering courses. Informed by Variation Theory of Learning (Marton and Booth, 1997), we identified four major categories (with two sub-categories within each) of student conception--fragmented, linear, proportional, and logarithmic. These conception categories, together with the aspects of variation that characterize and distinguish them, are summarized in a typology. In addition to serving as a diagnostic tool to describe students' understanding, this typology can also be used to guide the development of instructional interventions that facilitate students to move toward a more sophisticated understanding of "size and scale." (Contains 8 figures and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Change; Faculty Development; Program Evaluation; Role; Stakeholders; Evaluation Criteria; Adult Education; Organizational Development; Alignment (Education)

Abstract:
In this paper, academic developers from universities in three countries explore underlying assumptions about what we as developers do and why we do it in relation to evaluating development programs. Through addressing three questions, key ideas emerge that highlight what is often overlooked in day-to-day practice: the fact that academic development has a "signature pedagogy" defined by the "learning paradigm"; the potential role of different stakeholders in setting criteria for evaluation; and the inclusion of non-traditional academic development literatures (e.g., adult education, educational change, organizational development) to avoid perpetuating established practices. Our intent is to intellectually challenge ourselves and others to move beyond sharing program and evaluation activities to explore ideas and literature not often considered in our day-to-day work. While the context is academic development, we believe the questions and the answers that emerged are of value to all involved in staff and professional development. (Contains 4 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Program Effectiveness; Faculty Development; Teaching Methods; College Faculty; Qualitative Research; Statistical Analysis; Interviews; Measures (Individuals)

Abstract:
This paper reports findings from an empirical four-year study designed to investigate the relationship between key constructs of an extended model of teaching and learning in higher education. Using a mixed-methods approach, we sought to assess the impact of a year-long faculty development program (FDP) designed for pre-tenure faculty on participant approaches to teaching. From our analysis of participant critical reports of teaching, post-program interviews, and the Approaches to Teaching Inventory (ATI), we found evidence of positive change in the approaches to teaching of junior faculty participants in the FDP. All three methods elicited evidence indicating that participating faculty moved towards more conceptual change/student focused approaches to teaching, and that a significant part of that change could be attributed to their participation in the program. (Contains 3 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Program Effectiveness; Faculty Development; College Faculty; Tenure; Teacher Attitudes; Higher Education; Politics of Education; Phenomenology

Abstract:
As research demands continue to weigh heavily on junior and non-tenured faculty, the need to maintain and develop sound teaching is crucial. Yet few studies have systematically explored how a faculty development program (FDP) can impact the way that faculty experience or conceive of teaching. In this study, we examine how a year-long FDP impacts the conceptions of teaching held by early-career faculty. We interviewed 22 tenure-track faculty participants, pre- and post-program, categorizing their conceptions of teaching from the transcripts. The analysis drew on conceptual frameworks of faculty conceptions of teaching derived from phenomenographic literature increasingly used in Europe, Asia, and Australia, but not in the USA. The present study identifies and explores a range of patterns of experience that emerged over the course of an American FDP program. We discuss the broader implications of these patterns for the study and understanding of faculty development programs. (Contains 3 tables and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Workshops; Higher Education; Student Attrition; Underachievement; Minority Groups; Grade Point Average; Program Effectiveness; Science Curriculum; Peer Groups; Science Careers; School Holding Power; Improvement Programs

Abstract:
Minority student attrition and underachievement is a long-standing and widespread concern in higher education. It is especially acute in introductory science courses which are prerequisites for students planning to pursue science-related careers. Poor performance in these courses often results in attrition of minorities from the science fields. This is a particular concern at selective universities where minority students enter with excellent academic credentials but receive lower average grades and have lower retention rates than majority students with similar credentials. This paper reports the first year results of a large scale peer-facilitated workshop program designed to increase performance and retention in Biology, Chemistry, and Physics at a selective research university. After adjusting for grade point average or SAT-Math score, workshop participants earned higher final grades than nonparticipants in Biology and Chemistry, but not in Physics. Similar effects on retention were found. While, positive effects of the program were observed in both majority and minority students, effect sizes were generally largest for minority students. Because of practical constraints in Physics, implementation of the program was not optimal, possibly accounting for the differential success of the program across disciplines. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Workshops; Minority Groups; School Holding Power; Academic Persistence; Problem Based Learning; Science Education; Sciences; Program Development; Program Implementation; Program Effectiveness; College Students; Introductory Courses; College Science; Remedial Mathematics; Stereotypes; Cooperative Learning; Peer Teaching; Student Recruitment

Abstract:
The Gateway Science Workshop is a peer-facilitated, problem-focused program designed to improve student retention in the sciences. This article discusses its development, implementation, and efficacy, which is demonstrated by higher retention of workshop students in the course sequences. Evidence suggests that the program has particular benefits for minority students. (Contains 2 figures.)

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Descriptors:
Educational Change; Educational Economics; Educational Finance; Educational Trends; Expenditure per Student; Foreign Countries; Higher Education; Income; Paying for College; Student Costs; Trend Analysis

Abstract:
Examines the financial situation of college students in the United Kingdom during the last years of the old higher education system. Examination included income levels and sources, and the total teaching cost per student and per graduate. The implications of this data within the new, developing system of higher education funding are discussed. (MSE)

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