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In this Lessons Learned paper, we describe the implementation of an on-campus workshop focused on supporting faculty as they develop metacognitive interventions for their educational contexts. This on-campus workshop at Duke University included faculty from engineering as well as other faculty from campus and was developed and implemented by members of the Skillful Learning Institute Team. First, we describe the purpose and intent of the workshop by the host institution (Duke University) and the workshop development team (Skillful-Learning Institute Team). We then provide the workshop overview across the two day period, including a description of instruction provided and structured breakout sessions. Next, we provide a lessons learned section from the perspectives of the host institution and the workshop developers. Finally, we offer insights into how those lessons learned are being incorporated into the development of future workshops. By providing the two perspectives, our lessons learned should help those who invite speakers in for faculty development and those who are creating faculty development activities.
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De-risking Transdisciplinary Research by Creating Shared Values
This Lessons Learned Paper describes a yearlong faculty development pilot program that was designed to help a team of faculty de-risk their pursuit of wicked research problems. Wicked problems are extraordinarily difficult to solve due to their incomplete, contradictory, and at times changing requirements. They often include multiple stakeholders with competing interests and worldviews. As a result, they are risky by definition because they are difficult to fund, publish, and collaborate on. Presented here, a team of eleven faculty, from six different academic units, explored their personal and professional values during an initial off-site two and a half day retreat. These values were repeatedly revisited when discussing the implications of the team working together on their curriculum, tenure and promotion guidelines, hiring criteria, and pursuit of wicked problems. Faculty representation included all ranks from a brand new assistant professor to several full professors. This paper will discuss the background and implementation of our program, along with key lessons learned and how we are building on those lessons.
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- PAR ID:
- 10068024
- Date Published:
- Journal Name:
- ASEE annual conference & exposition proceedings
- ISSN:
- 2153-5868
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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In this Lessons Learned paper, we describe the implementation of an on-campus workshop focused on supporting faculty as they develop metacognitive interventions for their educational contexts. This on-campus workshop at Duke University included faculty from engineering as well as other faculty from campus and was developed and implemented by members of the Skillful Learning Institute Team. First, we describe the purpose and intent of the workshop by the host institution (Duke University) and the workshop development team (Skillful-Learning Institute Team). We then provide the workshop overview across the two day period, including a description of instruction provided and structured breakout sessions. Next, we provide a lessons learned section from the perspectives of the host institution and the workshop developers. Finally, we offer insights into how those lessons learned are being incorporated into the development of future workshops. By providing the two perspectives, our lessons learned should help those who invite speakers in for faculty development and those who are creating faculty development activities.more » « less
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