Phase I of PURSUE includes three 2-day workshops to facilitate curriculum design and the development of a faculty learning community. Hosted by the three PIs, each workshop includes faculty participants from six additional primarily undergraduate institutions who teach cognitive electrophysiology to undergraduates. During the workshop, participants discuss the design, development, implementation and assessment of PURSUE materials, applying current best practices in education. Involvement of faculty from diverse institutional backgrounds and research interests ensure the materials can be implemented in a broad set of contexts. These in-person workshops establish an atmosphere of trust and community and provide faculty with professional and social support that is essential for successful Faculty Learning Communities.
Stay tuned for more information on our upcoming workshops!
Our second PURSUE workshop was held in June 2019 at the University of Richmond, and included the three primary investigators (PIs) and six participating faculty (PFs). During the prior academic year, each PI worked with two PFs to further develop a specific subset of the modules proposed in the first workshop. The purpose of our second workshop was to review the module designs and to provide feedback for revision and further development. This in-person meeting allowed faculty to synthesize the work of the subgroups into a cohesive course structure that provides adequate scaffolding for challenging concepts and ensures that all key concepts were covered in an appropriate order. Participating faculty also were interviewed by Cobblestone, our independent assessment team, to evaluate the success of our faculty learning community.
The founding Faculty Learning Community (FLC) of nine faculty (3 primary investigators and 6 participating faculty from diverse institutions) met for a two-day workshop at the University of Richmond, VA. During this two-day workshop, the FLC discussed project roles and responsibilities and ways to achieve project goals. The group also developed the structure for a 10-module semester-long cognitive electrophysiology course and discussed ideas for activities and essential course/learning outcomes. In addition to developing a support network for teaching cognitive electrophysiology, this workshop helped to build a community of support to address the unique challenges that face faculty at primarily undergraduate institutions more generally.