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

Autor/inn/en	Eddy, Pamela L.; Hao, Yi; Markiewicz, Chris; Iverson, Ellen
Titel	Faculty Change Agents as Adult Learners: The Power of Situated Learning
Quelle	In: Community College Journal of Research and Practice, 43 (2019) 8, S.539-555 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2018.1507848
Schlagwörter	College Faculty; Change Agents; Adult Students; Situated Learning; Faculty Development; Community Colleges; Two Year College Students; Earth Science; Workshops; Learning Theories; Transformative Learning; Adult Learning; Evidence Based Practice; Teaching Methods; STEM Education; Science Education + Suchen Sie Ihr Suchwort? Fakultät; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Community college; Community College; Earth sciences; Geowissenschaften; Lernwerkstatt; Schulung; Learning theory; Lerntheorie; Pädagogische Transformation; Adulte education; Adult training; Erwachsenenbildung; Teaching method; Lehrmethode; Unterrichtsmethode; STEM; Naturwissenschaftliche Bildung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01