{"id":118,"date":"2018-06-14T13:31:18","date_gmt":"2018-06-14T17:31:18","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/seihandbook\/?post_type=chapter&p=118"},"modified":"2018-11-02T16:05:27","modified_gmt":"2018-11-02T20:05:27","slug":"introduction","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/seihandbook\/chapter\/introduction\/","title":{"raw":"1 - Introduction: What Is This Handbook and Who Is It For?","rendered":"1 – Introduction: What Is This Handbook and Who Is It For?"},"content":{"raw":"

What is the Science Education Initiative (SEI)?<\/h1>\r\nThis Handbook is based on the Science Education Initiative (SEI), a transformative initiative aimed at changing STEM teaching practices in university settings. The SEI was successfully implemented in two institutions (University of Colorado Boulder and The University of British Columbia) over a period of 10 years. The model for change at the two institutions was the same, and we will treat them as the same, referring to the SEI throughout this Handbook.\r\n\r\nThe Handbook shares the accumulated wisdom of practice in how to effectively implement a model of change based on the SEI. The SEI centered on department-based Discipline-Based Education Specialists (DBESs), disciplinary experts with training in the science of teaching and learning who serve as catalysts of change within departments. The two SEIs have influenced the teaching of hundreds of faculty and the learning of tens of thousands of students per year by promoting the use of evidence-based teaching practices in STEM. These teaching practices are informed by research on teaching and learning, and often include some element of active learning. The SEI also focused on changes which support creation of the \u2018expertise-based classroom\u2019, where the goal is to guide students from novice thinking toward expertise in the discipline. The design and outcomes of the SEI are described in detail in Carl Wieman\u2019s detailed book, Improving How Universities Teach Science<\/em> (Wieman, 2017).\r\n

What is in this Handbook?<\/h1>\r\nThis Handbook shares the SEI\u2019s accumulated wisdom of practice in how to implement a department-based initiative, focusing on faculty learning and course transformation facilitated by DBESs. Readers will learn how they might structure such an initiative, hiring DBESs, organizing the work within the department, transforming courses, and partnering with faculty. This Handbook is authored by two former DBESs with a collective 20 years of experience in SEI and SEI-like initiatives across multiple disciplines (see About the Authors<\/a>). It is intended to be a practical companion guide to Wieman (2017).\r\n

Who is this Handbook for?<\/h1>\r\nThis Handbook is aimed at institutional leaders, faculty, and education specialists wishing to create or implement a department-level change initiative for broadening faculty use of effective teaching practices. While the SEI focused mostly on the teaching and learning of science, the SEI\u2019s approaches are also appropriate for mathematics and engineering disciplines, and likely for arts and humanities as well.\r\n\r\nThe Handbook is organized around the three main stakeholders in an initiative: initiative leaders, departmental leaders, and DBESs. While every stakeholder will benefit from the content throughout this Handbook, the main audiences for each part of this book and their roles in the initiatives are indicated below.\r\n\r\n \r\n\r\n\r\n\r\n\r\n\r\n\r\n
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What does each stakeholder need to do?<\/h5>\r\n<\/td>\r\n
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What can they learn in this book?<\/h5>\r\n<\/td>\r\n<\/tr>\r\n
\r\n

Initiative Leaders<\/strong><\/span><\/h4>\r\n
    \r\n \t
  • Solicit and review departmental proposals<\/li>\r\n \t
  • Run the initiative<\/li>\r\n \t
  • Train and support DBESs<\/li>\r\n<\/ul>\r\n<\/td>\r\n

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Part I: The Initiative Leader\u2019s Handbook<\/strong><\/span><\/a><\/h4>\r\n

The overall rationale, structure, and oversight of an initiative.<\/em><\/p>\r\n\r\n

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Departmental leaders<\/strong><\/span><\/h4>\r\n
    \r\n \t
  • Hire and supervise DBESs<\/li>\r\n \t
  • Plan the work in the department<\/li>\r\n \t
  • Engage faculty and manage expectations<\/li>\r\n \t
  • Partner with DBESs on course transformation<\/li>\r\n<\/ul>\r\n<\/td>\r\n

\r\n

Part II: The Departmental Leader\u2019s Handbook<\/strong><\/span><\/a><\/h4>\r\n

How to structure course transformations, faculty engagement, and DBES work.<\/em><\/p>\r\n\r\n

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Discipline-Based Education Specialists (DBESs)<\/span><\/strong><\/h4>\r\n
    \r\n \t
  • Understand their roles<\/li>\r\n \t
  • Develop skills<\/li>\r\n \t
  • Facilitate course transformations<\/li>\r\n \t
  • Partner with faculty<\/li>\r\n<\/ul>\r\n<\/td>\r\n

\r\n

Part III: The DBES' Handbook<\/a><\/strong><\/span><\/h4>\r\n

The nuts and bolts of working with courses, faculty, and developing your skills.<\/em><\/p>\r\n\r\n