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Making Teaching Matter More - The Making of a T1 University

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Conference

2021 ASEE Virtual Annual Conference Content Access

Location

Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

NSF Grantees Poster Session

Tagged Topic

NSF Grantees Poster Session

Page Count

8

Permanent URL

https://peer.asee.org/37476

Download Count

76

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Paper Authors

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Tara E. Prestholdt University of Portland

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Heather Dillon University of Washington Tacoma Orcid 16x16 orcid.org/0000-0002-4467-2306

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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.

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Eric Anctil University of Portland

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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.

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Carolyn McCaffrey James University of Portland

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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.

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Stephanie Anne Salomone University of Portland

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Valerie J. Peterson University of Portland

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Associate Professor of Mathematics

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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. https://peer.asee.org/37476

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