Document Type


Publication Date

August 2018

Publication Title

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.


This image was originally presented at the 2018 Physics Education Research Conference and can also be found online at this link.© 2018, AAPT PERTG

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Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.