English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

To support undergraduate instruction and learning outcomes (i.e., systems thinking and decision-making in interdisciplinary contexts) grounded in the Food-Energy-Water Nexus (FEWNexus), we implemented a multiyear faculty development program around a new minor. In this article, we build on a previous study to investigate teaching in FEW Nexus minor courses, as well as student outcomes before and after participation in the faculty development program. We analyzed video recordings of courses to identify teaching style and scored pre- and postcourse student assessments of decision-making and systems thinking quantitatively. Post-program teaching was more student centered (50%) than pre-program (37.5%; p = 1.9e -6 ). Faculty who taught courses with longer class periods incorporated more active learning than in short class periods (pre: p = 2.2e -16 ; post: p = 2.2e -16 ). Despite changes in instruction, we did not observe changes in decision-making and systems thinking outcomes. However, results indicate that providing faculty with resources and time can facilitate implementation of best practices and that further support and research are needed to connect these practices with positive outcomes.

Impacts of Faculty Development on Interdisciplinary Undergraduate Teaching and Learning in the Food-Energy-Water Nexus