Physics Education Research Topical Group, American Association of Physics Teachers
Curriculum and Instruction | Education | Educational Methods
Research on institutional change says that effective change agents are able to flexibly reason with multiple models for change, depending on their local context and their goals. However, little is known about what it looks like for individuals to draw on and reason with different change models in-the-moment. Within interviews, we invited STEM faculty to discuss specific changes in their department and the process of change in general. This work is part of an ongoing study to understand how to support departmental change through Departmental Action Teams (DATs). Our preliminary analyses suggest that faculty's ideas about change are highly varied and context-dependent. This work will lead to a better understanding of how productive lines of reasoning can be leveraged in DATs and other faculty communities that are trying to create positive change.
Gina Quan, Joel Corbo, Courtney Ngai, Daniel Reinholz, and Mary Pilgrim. "Research on university faculty member's reasoning about how departments change" Physics Education Research Topical Group, American Association of Physics Teachers (2018).
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