Making Teaching Matter More - The Making of a T1 University
- Conference
- Location
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Virtual Conference
- Publication Date
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July 26, 2021
- Start Date
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July 26, 2021
- End Date
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July 19, 2022
- Conference Session
- Tagged Topic
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NSF Grantees Poster Session
- Page Count
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8
- DOI
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10.18260/1-2--37476
- Permanent URL
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https://peer.asee.org/37476
- Download Count
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323
Paper Authors
Tara E. Prestholdt University of Portland
Heather Dillon
University of Washington Tacoma
orcid.org/0000-0002-4467-2306
Dr. Heather Dillon is Professor and Chair of Mechanical Engineering at the University of Washington Tacoma. Her research team is working on energy efficiency, renewable energy, fundamental heat transfer, and engineering education. Before joining academia, Heather Dillon worked for the Pacific Northwest National Laboratory (PNNL) as a senior research engineer.
Eric Anctil University of Portland
Eric Anctil is a professor of media and technology in the School of Education at the University of Portland and the author of many books and articles on education. His work broadly centers on K-20 education and the nexus of media, technology, and the curriculum.
Carolyn McCaffrey James University of Portland
Dr. Carolyn James is the Calculus Coordinator at University of Portland in Oregon. As part of her role, she provides professional development to calculus faculty, oversees the training of undergraduate math tutors, and teaches in the math department. Her primary research interests include STEM faculty adoption of evidence-based practices, the relationship between instructor beliefs and practice, and institutional change of teaching cultures.
Stephanie Anne Salomone University of Portland
Valerie J. Peterson University of Portland
Abstract
“Research I (R1) university” is a category that the Carnegie Classification of Institutions of Higher Education uses to indicate universities in the United States that engage in the highest levels of research activity. There is currently no analogous classification for a T1 institution: institutions that engage in the highest levels of teaching activity. In Fall 2020, as part of an NSF IUSE project designed to enhance student-centered pedagogical practices and shift institutional culture, the research team hosted a symposium focused on the importance of teaching at the core of an institution. The attendees included 98 STEM faculty from several universities all interested in the topic of reflective teaching. Many of the participants had been trained in evidence-based instructional practices and faculty peer observation. A survey of participants asked these faculty to reflect on the idea of a T1 classification and how it might be framed in the broader conversation about enhancing STEM teaching. The survey responses were grouped based on change quadrants. The responses indicated alignment around reflective teaching, inclusive classroom practices, and recognition of excellence in pedagogy.
Prestholdt, T. E., & Dillon, H., & Anctil, E., & James, C. M., & Salomone, S. A., & Peterson, V. J. (2021, July), Making Teaching Matter More - The Making of a T1 University Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--37476
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