Exploring faculty's explanations of enrollment issues: where does responsibility and control reside?

Dalka, Robert P.; Turpen, Chandra; Corbo, Joel C.; Craig, David A.

doi:10.1119/perc.2022.pr.dalka

Cited by 2 publications

(1 citation statement)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Yet, physics faculty do not often have training in leading change efforts. Many may require a support system to meet them where they are at and guide them in their efforts [5]. The Departmental Action Leadership Institute (DALI) was designed to bridge this gap between training and needs of physics departments by providing sustained resources and guidance to a community of physics faculty pursuing change efforts in their departments [6].…”

Section: Introductionmentioning

confidence: 99%

Considering the Departmental Action Leadership Institute as a Community of Transformation: What�s highlighted and what�s missed?

Dalka,

Turpen,

Sachmpazidi

et al. 2023

2023 Physics Education Research Conference Proceedings

View full text Add to dashboard Cite

The Communities of Transformation (CoT) framework is a variation on Communities of Practice that models groups aimed at changing existing institutional practices by challenging underlying value systems. The CoT framework has the potential to provide insight into STEM initiatives designed to promote institutional change. We share results from applying this framework to the Effective Practices for Physics Programs' (EP3) Departmental Action Leadership Institute (DALI). DALI supports cohorts of physics faculty (change leaders) in leading change efforts in their departments. Change leaders apprentice into effective change strategies though sustained programming while enacting these strategies within their own Departmental Action Team (DAT). Through analysis of interviews with change leaders, we identify ways in which DALI aligns with, and departs from, the CoT framework. We present the results of this initial study to showcase which aspects of STEM change initiatives can be highlighted, and what may not be captured, by a CoT lens.

show abstract

Section: Introductionmentioning

confidence: 99%

Considering the Departmental Action Leadership Institute as a Community of Transformation: What�s highlighted and what�s missed?

Dalka,

Turpen,

Sachmpazidi

et al. 2023

2023 Physics Education Research Conference Proceedings

View full text Add to dashboard Cite

show abstract

Recognizing dominant cultures around assessment and educational change in physics programs

Sachmpazidi,

Turpen,

Petrella

et al. 2024

Phys. Rev. Phys. Educ. Res.

View full text Add to dashboard Cite

Leaders, policymakers, and researchers have called attention to the need to improve critical aspects of physics programs, from teaching and pedagogy to making physics more diverse and equitable. As such programmatic changes are challenging and require a second-order change to be effective, many physics faculty responsible for carrying them out are not equipped with the necessary experience and support to do so. This can result in a significant waste of resources and time. Moreover, while there is a robust body of literature in higher education focusing on institutional and cultural change, there is a limited understanding of the baseline of the culture of physics programs (where physics programs are starting from), a critical aspect that shapes the change effort. Dr. David Craig and Dr. Joel Corbo with the support of the American Physical Society and the American Association of Physics Teachers developed the Departmental Action Leadership Institutes (DALIs) to meet the needs of the physics community by supporting physics faculty to effectively design and implement departmental change focusing on areas needing improvement. In this research project, we developed case studies of five DALI-active physics programs from two DALI cohorts. We use a cultural dynamics lens to document facets of the dominant culture around how physics faculty approach and pursue change work. We see evidence of DALI participants’ growing awareness of taken-for-granted assumptions about educational change processes and assessment practices within their departmental cultures and coming to recognize and value alternative ways of collaborating and enacting change in their local contexts. We found that physics faculty typically approach change work in a rushed and way ignoring the use of formal evidence. In particular, we found that any data collection efforts are the primary responsibility of a single person, rarely becoming the focus of joint attention. Whenever data did receive joint attention, it was approached in a cursory way without meaningfully informing collective change efforts. This study lays the foundation to explore critical aspects of the dominant physics culture that may constrain enacting particular forms of programmatic change. In future work, we document the cultural shifts made by these DALI-active departments around change work. Published by the American Physical Society 2024

show abstract

Exploring faculty's explanations of enrollment issues: where does responsibility and control reside?

Cited by 2 publications

References 18 publications

Considering the Departmental Action Leadership Institute as a Community of Transformation: What�s highlighted and what�s missed?

Considering the Departmental Action Leadership Institute as a Community of Transformation: What�s highlighted and what�s missed?

Recognizing dominant cultures around assessment and educational change in physics programs

Contact Info

Product

Resources

About