{"id":256,"date":"2022-06-01T20:09:42","date_gmt":"2022-06-01T20:09:42","guid":{"rendered":"https:\/\/ceid1.wpenginepowered.com\/buildingcapacity\/?page_id=256"},"modified":"2022-06-01T21:08:02","modified_gmt":"2022-06-01T21:08:02","slug":"wals-2021","status":"publish","type":"page","link":"https:\/\/ceid.utsa.edu\/buildingcapacity\/academic-conferences\/wals-2021\/","title":{"rendered":"WALS 2021"},"content":{"rendered":"\n

Abstract<\/strong><\/h2>\n\n\n\n

Sustainability in Lesson Study (LS) is critical for ensuring improvement in teaching practice and learning. We examine the sustainability of LS activity in two Engineering courses in the context of a Hispanic-Serving university. We address the following questions:<\/p>\n\n\n\n

  1. How are organizational routines for LS adapted over time to support continued engagement and expansion of members?<\/li>
  2. To what extent have learning opportunities focused on infusing academic literacy been established and sustained?<\/li>
  3. What evidence in teaching practice suggests the development of teacher leadership over time?<\/li><\/ol>\n\n\n\n

    This paper centers on the implementation of LS in upper and lower division Engineering courses across 5 semesters. Data are drawn from (a) transcripts of LS meetings; (b) observations of LS course delivery; and (c) reflections from institutional stakeholders of adaptations over time. Findings show that the cyclical process of LS allows for adaptations that support the three prominent premises of sustainability suggested by Perry and Lewis (2009): (1) professional learning communities<\/em>, constructed from a collaboration between the Education and STEM faculty; (2) learning opportunities<\/em>, which enable faculty members to co-construct teaching approaches that include academic literacy; (3) teacher leadership<\/em>, shown through strong advocacy from senior STEM faculty in supporting efforts for curricular and instructional reform. We further examine constraints to sustainability as outlined by Lim, Teh, and Chiew (2018). Discussion of sustainability practices in tertiary settings aligns with the strand Developing Professional Learning Communities: Models and Practices by presenting models that involve cross-disciplinary teams focused on cross-level courses in a still under-studied context of higher education.\u00a0<\/p>\n\n\n\n

    Presentation Slides<\/strong><\/h2>\n\n\n\n
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