Proximity and Safety as a Foundation for Supporting Faculty to Adapt and Improvise Their Teaching

• In Event: Faculty Development in Response to Diversity, Transitions, and Opportunities

Abstract

Despite clear evidence that traditional approaches are less effective than learner-centered teaching, there are many barriers to changing faculty beliefs and practice. This qualitative case study explores this process at a Hispanic-serving research institution. Engineering faculty participated in efforts to redesign curriculum to support diverse student success. Using interview and field note data we developed two composite cases to characterize faculty development in response to a set of supports over four years. Although the cases began with different mindsets, both showed increased understanding of how people learn and capacity to adapt and improvise their teaching. Analysis highlights the salience of proximity and safety in making such shifts. We detail implications for the kinds and durations of supports for faculty development.

Authors

• Yan Chen, University of Nevada - Las Vegas

• S. Pil Kang, University of New Mexico

• Amber Gallup, Unified Solutions Tribal Community Development Group, Inc.

• Kristen Ferris, The University of New Mexico

• Vanessa Svihla, University of New Mexico