%0 Generic
%A Chance, SM
%A Duffy, G
%D 2018
%F discovery:10059261
%I American Society for Engineering Education (ASEE)
%K faculty learning community, change management, problem-based learning, student-centered learning, template analysis
%P 23157
%T A model for spurring organizational change based on faculty experiences working together to implement Problem-Based Learning
%U https://discovery.ucl.ac.uk/id/eprint/10059261/
%V 125
%X This research paper provides a case study of experiences of engineering faculty members at a large  public university in Ireland working together to transform their teaching methods. We investigate  eight teachers’ experiences of a faculty-led learning community designed to help individuals  transform their courses. This small collection of faculty met regularly to discuss ways to facilitate  and assess students working in groups. Outside the group’s meetings, participants brought  important issues to the forefront of formal and informal discussion with colleagues. Participation  in the learning group encouraged, supported, and helped sustain change. This case study seeks to  provide insight and a conceptual model for implementing changes. In analyzing the mechanisms  that fostered change in one particular program and then interpreting the findings, we draw  conclusions that can help faculty members, program administrators, strategists, and policy makers  facilitate change in their other educational settings.  To understand how key players experienced and achieved change, we conducted in-depth semistructured  interviews with individual faculty members. We used a grounded theory approach  (Strauss & Corbin, 1994) along with template analysis (King, 2004) to study interview transcripts.  All members described having an active champion, an experienced and informed advisor, various  forms of institutional support, and a group of colleagues interested in discussing pedagogy and  implementing new approaches. From this, we distilled a model for encouraging transformation  that holds promise for use elsewhere.
%Z This is the published version of record. For information on re-use, please refer to the publisher’s terms and conditions.