*Register by May 28 at bit.ly/ASCNwebREFLECT
 
Evidence that active, student-centered learning in STEM classrooms contributes to desired student outcomes has now accumulated to compelling levels. However, promoting and supporting widespread use of new practices is challenging, even amongst practitioners open to such changes. One contributing factor is the fact that a majority of instructional change efforts focus on only a small portion of the instructional system, while true transformation requires systemic reform. Successful institutional change initiatives have been shown to involve common features: they involve ongoing interventions, align with individuals' beliefs, and work within the existing landscape of institutional values. In this webinar, participants will be introduced to a new theory to support instructional change in undergraduate mathematics that incorporates a new dimension – instructor peer observation – in an existing model for institutional change (the CACAO model), thereby aligning with evidence regarding what supports effective change. An exemplar will be given to illustrate how this theory might be realized in practice.

Sponsored by the Center for Teaching and Learning

Contact: ctl@humboldt.edu • 707.826.4461