Faculty Change Agents as Adult Learners: The Power of Situated Learning

ABSTRACT

Faculty development is often under-emphasized in community colleges (or 2-year colleges; 2YCs). This research reports on data collected from a National Science Foundation (NSF) project involving 2YC geoscience faculty as “change agents.” We studied 22 geoscience faculty involved in a NSF funded longitudinal project that focused on three project strands: supporting academic success of all students; facilitating professional pathways of students in geoscience and STEM; and broadening participation in the geosciences. The participants were involved in intensive professional development (PD) workshops that were supplemented by virtual activities. Using situated learning and adult learning theory as theoretical frameworks, we discuss connections between faculty as learners and effective practices for faculty development toward evidence-based teaching and learning practices. Based on baseline interview data with individual faculty prior to their involvement as change agents, we found that faculty members’ disciplinary background influenced how the participants approached their own learning. Using participants’ reflections and workshop feedback, we found that the situated learning that occurred during the PD sessions and change agent team meetings was supported by the opportunity to apply new teaching strategies into current classes and other aspects of their faculty work. This study concluded that leveraging adult learning theories provides enhanced opportunities for the occurrence of situated learning for faculty members.

Acknowledgements

We acknowledge the support of the National Science Foundation (#1525593, 1524605, 1524623 and 1524800). We recognize the support and contributions of the Principal Investigators of the SAGE 2YC grant (Heather Macdonald, Eric Baer, Jan Hodder, Norlene Emerson), the project managers (Carol Ormand and John McDaris), and the external evaluator (Debra Bragg).

Notes

¹ This material is based on work supported by the National Science Foundation Division of Undergraduate Education under grants DUE 1525593, 1524605, 1524623, and 1524800.

Additional information

Funding

This material is based on work supported by the National Science Foundation Division of Undergraduate Education under grants DUE 1525593, 1524605, 1524623, and 1524800.