Our approach to implementing a widespread change in the culture of teaching and learning in the sciences at UNC-Chapel Hill featured an individual-centered, largely emergent strategy. We focused on professional development via the support of mentor-apprentice relationships within the context of teaching reformed curricula in gateway courses. In our model, a mentoring teacher (often, a term faculty member, who may have a background in discipline-based educational research) would partner with an apprentice teacher (often, a tenure-track or tenured faculty member) in an individual course or as part of a larger group of faculty running coherent, multiple sections of a single course.
Hogan, K. A., Krumper, J., McNeil, L. E., & Crimmins, M. T. (2016). Advancing evidence-based teaching in gateway science courses through a mentor-apprentice model. In G. C. Weaver, W. D. Burgess, A. L. Childress, & L. Slakey (Eds.), Transforming institutions: Undergraduate STEM education for the 21st century (pp. 77-89). West Lafayette, IN: Purdue University Press.