Examples of faculty as changemakers
how are faculty “changemakers”?
Key criteria:
|empathetic| collaborative| leader| practicing changemaker|
As changemakers, we offer authentic, experiential learning opportunities where students can practice identifying, collaborating, leading and practicing solving the complex problems that plague our communities. Changemaking faculty are keenly interested in graduating not only good practitioners in our trades and professions but good humans in general who are empowered to be agents of change in our communities.
Check out these examples from Georgian peers that demonstrate how being a changemaking faculty shows up in their work.
PS. Thanks for sharing your awesome work with us!
Mary’s Changemaker Story
The challenge: Even with Changemaking being integrated into the learning outcomes of the Interior Decorating program, I needed to find a way to ensure that students saw the project as more than just another assignment. In order for the project to be truly impactful, I wanted students to understand the ways they could have an impact on their community through their specific professional skills but also to see that Changemaking can look different to everyone.
The fix: The first thing I did was to ask students to anonymously share things they currently do to support others in big or small ways. This could be their friend group, at school, or in their community. Next, I asked them to think to their futures when they were established in their careers and share ways that they might want to give back by lending their expertise, knowledge, connections or energy to worthy causes. You could almost see the lightbulbs turning on over their heads as they raced to be the first to bring an idea forward.
The win: This really helped students understand their role as Changemakers and when they submitted their reflections at the end of the project, many made the point that they were so proud to have potentially made a difference with this not-for-profit client. They also shared that they were inspired to continue in their Changemaker journeys in the future.
Samantha’s Changing Course Opinions
The challenge: Students have rarely said to me (prior to our course) that they enjoy learning chemistry. Too often, they entered my courses with preconceived negative notions about learning science and/or math whether from past experiences or social constructs.
The fix: I strived in every class I taught to help students see the connection of chemistry and/or math to their everyday lives, to the environment, and to society. I aimed to reduce their anxiety in learning and increase the inclusivity nature of the course material. To support this, I led a team of faculty from several institutions to design and develop two OER chemistry textbooks. These digital textbooks are cost free, more accessible, more interactive and more culturally relevant than any previously purchased textbooks.
The win: The greatest joy I get is seeing students see the connections, express further understanding, and value their learning (to whatever extent they are hoping to achieve). By acknowledging students’ prior experiences and feelings, supporting access for all, and demonstrating relevancy, I regularly have students tell me that they liked learning in my classes and that “it’s not as bad as [they] thought it would be.” To top it off, other institutions across the country are adopting these OER resources to support their students.
To view the two OER resources, see Enhanced Introductory College Chemistry – Simple Book Publishing and Organic and Biochemistry Supplement to Enhanced Introductory College Chemistry – Simple Book Publishing.
Do you have an example of how you are a changemaker in your faculty role you’d be willing to share? If so, first, thank you so much for acting as a MENTOR for your peers.
Reach out to Faculty Development to share your changemaking competence with teaching peers.
