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<https://discovery.ucl.ac.uk/id/eprint/10059261> <http://purl.org/ontology/bibo/abstract> "This research paper provides a case study of experiences of engineering faculty members at a large\r\npublic university in Ireland working together to transform their teaching methods. We investigate\r\neight teachers’ experiences of a faculty-led learning community designed to help individuals\r\ntransform their courses. This small collection of faculty met regularly to discuss ways to facilitate\r\nand assess students working in groups. Outside the group’s meetings, participants brought\r\nimportant issues to the forefront of formal and informal discussion with colleagues. Participation\r\nin the learning group encouraged, supported, and helped sustain change. This case study seeks to\r\nprovide insight and a conceptual model for implementing changes. In analyzing the mechanisms\r\nthat fostered change in one particular program and then interpreting the findings, we draw\r\nconclusions that can help faculty members, program administrators, strategists, and policy makers\r\nfacilitate change in their other educational settings.\r\nTo understand how key players experienced and achieved change, we conducted in-depth semistructured\r\ninterviews with individual faculty members. We used a grounded theory approach\r\n(Strauss & Corbin, 1994) along with template analysis (King, 2004) to study interview transcripts.\r\nAll members described having an active champion, an experienced and informed advisor, various\r\nforms of institutional support, and a group of colleagues interested in discussing pedagogy and\r\nimplementing new approaches. From this, we distilled a model for encouraging transformation\r\nthat holds promise for use elsewhere."^^<http://www.w3.org/2001/XMLSchema#string> .
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