Science Faculty with Education Specialties:One Scholar’s Journey Julie Reynolds, Duke University July 16, 2010
Science Faculty w/ Edu Specialties (SFES) • Hired as SFES or transitioned into SFEC? • Tenure-track or non-tenure track? • Integrated into department or isolated? • Minute paper – What concerns do you have as a SFES
My accidental career: How luck, patience, and tenacity led me to a career I love
2001 PhD in Biology from UCB • 2002 Postdoc in Duke’s Writing Program • 2004 Joint postdoc UWP/Biology • 2007 Instructor • 2008 Lecturer, and Director of Certificate for Teaching College Biology • 2010 Professor of the Practice & Associate Director of Undergraduate Studies
How can we improve writing of honors theses? • “This can’t be done!” • “Can’t you just be the Writing Czar?” • “But how will you know….” • Pilot • WID/Office of Assessment • “You can’t make faculty use this tool.” • “But my students are already good writers because I work with them.”
2001 PhD from UCB • 2002 Postdoc in Duke’s Writing Program • 2004 Joint postdoc UWP/Biology • 2007 Instructor • 2008 Lecturer, and Director of Certificate for Teaching College Biology • 2010 Professor of the Practice & Associate Director of Undergraduate Studies
Obstacles • Joe said it couldn’t be done • Dave said I shouldn’t be allowed to teach • Amy said my students’ writing is crap • Alec said I would always be a 2nd class citizen • Deans said I would never be satisfied
I’ll show them • Publications & Presentations • Grants • Course improvement grants • Faculty Learning Community grant • NSF research grant • Reviewer • Professional development • SENCER • ASM Biology Scholars • Chair of ESA education section
Collaborate! The Reinvention Center Ecological Society of America
Lessons learned • Collaborate • Make my work public • Educate my colleagues • Be fearless
Think-pair-share • What are (will be) some of your challenges as SFES in your institutional context? • Think (Jot notes – 1 minute) • Pair (3 minutes) • Share (groups reporting back) My notes
Myth #1 SFES will develop new courses and add innovations to existing courses that will solve the problems incurred in teaching students who are deficient in their understanding of basic science.
Myth #2 By designing and teaching a few courses that align goals with appropriate activities and assessments for students who will complete teacher certification programs, SFES can become responsible for the science trainingof future K–12 science teachers.
Myth #3 New SFES can replace senior faculty who have dedicated their careers to teaching and furthering the causes of science education.
Myth #4 SFES will be the best teachers in a science department and will have nothing to learn from the teaching experiences of senior science faculty.
Myth #5 SFES can teach and provide service to the department without the need for resources (time and space) to do research because their research is conducted as they teach their classes.
Myth #6 The problem with science education in general is that social science research methods and science education theory lack the rigor of basic science.
Discussion • What will you do to address the challenges you have at your institution? • Minute paper: Plan for action