Analysis of Propagation Plans in NSF-Funded Education Development Projects

Stanford, Courtney; Cole, Renée S.; Froyd, Jeffrey E.; Henderson, Charles; Friedrichsen, Debra; Khatri, Raina

doi:10.1007/s10956-017-9689-x

Cited by 32 publications

(42 citation statements)

References 28 publications

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“…This model focuses on the developer of an innovation and on the innovation itself, assuming that spreading knowledge of an innovation and the positive effects of the innovation on teaching and learning will be sufficient for widespread adoption [11,13,14]. While this model makes intuitive sense and is quite successful at spreading awareness of and motivation to use new RBISs, there is ample evidence that it is insufficient as a mechanism for sustained and systemic change [11,[14][15][16][17][18][19]].…”

Section: A Development and Dissemination (Dandd) Model Critiquementioning

confidence: 99%

Faculty online learning communities: A model for sustained teaching transformation

Dancy

Lau

Rundquist

et al. 2019

Phys. Rev. Phys. Educ. Res.

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Many physics faculty are aware of and interested in using research-based instructional strategies. However, knowledge and motivation are not sufficient to support successful and sustained adoption. To address this problem, we present a faculty online learning community (FOLC) model for educational change and describe its application (the New Faculty Workshop FOLC, NFW-FOLC) to provide a year of support to new faculty following attendance at the Physics and Astronomy New Faculty Workshop. FOLCs are an extension of the faculty learning community model. Here we present the theoretical underpinnings of the general FOLC model, the design principles of our particular NFW-FOLCs, and the learning objectives for NFW-FOLC participants. We demonstrate the efficacy of our NFW-FOLCs by analyzing postexperience interviews with participants from the first four NFW-FOLC cohorts. The primary motivation given by faculty for joining our FOLCs is to improve their teaching as they learn more about teaching strategies, get implementation help, and connect to a broader community. These motivations align with our NFW-FOLC design principles. Participants overwhelmingly report the experience was valuable and impacted them positively with the most commonly reported impacts of NFW-FOLC membership being changes in their implementation of teaching strategies, increased reflection about teaching, increased confidence as teachers, increased knowledge about teaching, benefits to their students, time saved, and gaining a resource. The reported impacts provide evidence that the NFW-FOLC is successfully meeting its goals. We argue that the reported impacts are uniquely supported by the FOLC model of professional development. We advance FOLCs as a generalizable model of professional development offering a number of advantages over traditional reform efforts as well as traditional Faculty Learning Communities.

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Section: A Development and Dissemination (Dandd) Model Critiquementioning

confidence: 99%

Faculty online learning communities: A model for sustained teaching transformation

Dancy

Lau

Rundquist

et al. 2019

Phys. Rev. Phys. Educ. Res.

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“…To aid change agents working with STEM departments, we catalogue here the similarities and differences in disciplines noted by participants and describe how they might impact the design of a change strategy. To increase the likelihood of sustained adoption of educational innovations, it is important that change agents identify different aspects of the instructional system that are likely to impact propagation of an innovation (Stanford et al, 2016(Stanford et al, , 2017Froyd et al, 2017).…”

Section: Disciplinary Similarities and Differencesmentioning

confidence: 99%

“…For example, while teaching loads, service expectations, meeting norms, and disciplinary identity may differ across departments, they tend to be relatively consistent within a single department. Thus, an essential step toward designing effective change efforts is a deep understanding of departmental culture (NRC, 2012;Kezar, 2014;Froyd et al, 2017;Stanford et al, 2017). If culture is ignored, given its stabilizing properties, changes are likely to result in quick fixes that shortly revert back to the status quo rather than sustainable transformation (Reinholz et al, 2019b).…”

Section: Introductionmentioning

confidence: 99%

“…If culture is ignored, given its stabilizing properties, changes are likely to result in quick fixes that shortly revert back to the status quo rather than sustainable transformation (Reinholz et al, 2019b). Though departmental culture is not static, if the current culture and norms in a department are ignored, change efforts are less likely to result in sustained adoption of the intended instructional practices (Henderson et al, 2015;Stanford et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

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STEM Is Not a Monolith: A Preliminary Analysis of Variations in STEM Disciplinary Cultures and Implications for Change

Reinholz

Matz

Cole

et al. 2019

LSE

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Research suggests that science, technology, engineering, and mathematics (STEM) departments are a productive unit of focus for systemic change efforts. In particular, they are relatively coherent units of culture, and cultural changes are critical to creating sustainable improvements. However, the STEM disciplines are often treated as a monolith in change literature, and unique aspects of these different disciplinary cultures—and consequences for change efforts—remain somewhat underdeveloped. This exploratory study focuses on similarities and differences among STEM disciplinary cultures, drawing on data gathered from scholars in discipline-based education research who attended two sessions at the 2017 Transforming Research in Undergraduate STEM Education conference. Our analyses of these data help begin to characterize disciplinary cultures using the theoretical lens of four frames: structures, symbols, power, and people. We find preliminary evidence for both similarities and differences among the cultures of STEM disciplines. Implications for change efforts and future directions for research are discussed.

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“…DSA was developed by the Increase the Impact team based on studies of typical practice and successful practice. 19 The framework is built on a metaphor, where the path to sustained adoption is represented by a bridge that crosses the chasm between the current situation and a future desired situation (in which the innovation is widely used). More details about DSA can be found elsewhere.…”

Section: Designing For Institutionalization Approachmentioning

confidence: 99%

Institutionalizing Campus Innovation and Entrepreneurship Programming by Optimizing a Faculty Grantmaking Process: A Case Study

Matthew

Froyd

Khatri

et al.

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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Victoria Matthew is Senior Program Officer for Faculty Development at VentureWell, where she plays a lead role in the Pathways to Innovation Program, Epicenter's faculty development and engagement strategy. She designs in-person and online convenings, engages experts, and curates content that fosters the Pathways faculty goals of integrating entrepreneurship and innovation into undergraduate engineering. Prior to joining VentureWell, Victoria worked for over a decade in higher education. She has designed, developed and managed degree, and certificate programs, and has experience as an online instructor, and mentor and trainer of other online instructors. Prior to this position she was Sr. Director, Strategic Technology Deployment and Mechanical Technology for Flextronics International and managed design and development teams in Italy, China and the US. She also had profit-loss responsibility for a 600-person tool making operation in South China. Bonnie was previously employed by Motorola, where she was Director of Emerging Technologies. Her team was involved in wireless product design and engineering, discovery of new technologies for bio-monitoring, and exploring the arena of wearable computer systems. During her 10 years at AT&T Bell Labs, Bonnie was involved with polymer research and development, materials characterization and testing, and plastics processing.Bonnie has 4 patents, 1 provisional patent, and over 125 publications and presentations.Bonnie received a BS in Physics from Benedictine University (Lisle, IL), a MS in Mechanics and Materials Science, and a PhD in Materials Science and Engineering (both from Rutgers University, College of Engineering -New Brunswick, NJ). Bonnie holds Distinguished, Fellow, and Honored Service memberships in Society of Plastics Engineering (SPE). She was also President of SPE in 1994. She is a senior member of IEEE and a life member of the Creative Education Foundation. She holds membership in Tau Beta Pi engineering honor society and Phi Sigma Pi honor fraternity. Prof. Renee Cole, University of IowaDr. Renée Cole is an Associate Professor of Chemistry at the University of Iowa. Dr. Cole earned a B.A. in chemistry from Hendrix College, and M.S. and Ph.D. degrees in physical chemistry from the University of Oklahoma. Her research focuses on issues related to how students learn chemistry and how that guides the design of instructional materials and teaching strategies as well on efforts related to faculty development and the connection between chemistry education research and the practice of teaching. She is a PI for the Increase the Impact Project, which is developing resources for PIs to improve the propagation of their innovations, as well as a PI for the ELIPSS Project, which is developing resources for STEM instructors to assess professional skills in the classroom. Dr. Cole is also an associate editor for the Journal of Chemical Education. she developed and implemented Legacy Cycles as part of curricular reformation in Biomedical Engineering aimed at increasing fle...

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Analysis of Propagation Plans in NSF-Funded Education Development Projects

Cited by 32 publications

References 28 publications

Faculty online learning communities: A model for sustained teaching transformation

Faculty online learning communities: A model for sustained teaching transformation

STEM Is Not a Monolith: A Preliminary Analysis of Variations in STEM Disciplinary Cultures and Implications for Change

Institutionalizing Campus Innovation and Entrepreneurship Programming by Optimizing a Faculty Grantmaking Process: A Case Study

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