Implementing a University-Wide Change Initiative

Abstract

This paper provides an account of the pilot and first year of a university improvement initiative, developed in response to a reaffirmation mandate from the Southern Association of Colleges and Schools Commission on Colleges. The initiative focused on increasing student retention and enhancing learning through the campus‐wide use of team‐based learning (TBL) (Michaelsen, Knight, & Fink, 2004). The strategy used in implementing the initiative was based on a conceptual framework created from the integration of E. M. Rogers’ Diffusion of Innovation theory (2003), J. P. Kotter's Leading Change strategies (1996), and T. Littman's Planning Principles and Practices (2013). To date, the initiative appears to have been very successful in terms of both faculty involvement and improvements in student outcomes. A total of 11 faculty participated in the pilot year. In year 1, that number increased to 60 and based on current enrollment, that number will be approximately 150 in year 2. Assessment data indicate that for both the pilot and year 1, using TBL resulted in significant gains in student persistence and a wide variety of learning outcomes.

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“…A consideration of the themes helps the educator to understand how students are engaged in the process of achieving learning outcomes, as revealed by the themes "supports and encourages learning" as well as "encourages contribution". These are significant and relevant findings that support the body of research that demonstrates improved learning outcomes for TBL (Koles et al, 2010), as well as improved student retention with the associated positive financial implications for the university (Styron et al, 2015).…”

“…TBL includes a process for students to provide constructive feedback on team contribution to their team members. This is also very efficient teaching method; the author conducts classes of 100 students with no teaching assistance or small group sessions, but at the same time, TBL has been found to lead to improved student retention (Styron et al, 2015) and therefore contributes to the financial performance of the university.…”