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 tenacityled me to a career I love

Luck

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

Steve Vogel

Journal of College Science Teaching, vol. 34 no. 5 (2007), pp. 30-34.

SCIENCE VOL 304 23 APRIL 2004

Patience

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.”

BioScience • November 2009 / Vol. 59 No. 10

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

Tenacity

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!

Ecological Society of America

The Reinvention Center

Lessons learned

CollaborateMake my work publicEducate my colleaguesBe 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

Brainstorming

SCIENCE VOL 322 19 DECEMBER 2008

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 training of 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