eprintid: 10059261
rev_number: 17
eprint_status: archive
userid: 608
dir: disk0/10/05/92/61
datestamp: 2018-10-24 12:51:30
lastmod: 2020-02-12 16:39:24
status_changed: 2018-10-24 12:51:30
type: proceedings_section
metadata_visibility: show
creators_name: Chance, SM
creators_name: Duffy, G
title: A model for spurring organizational change based on faculty experiences working together to implement Problem-Based Learning
ispublished: pub
divisions: UCL
divisions: A01
divisions: B04
divisions: C05
divisions: F46
keywords: faculty learning community, change management, problem-based learning, student-centered learning, template analysis
note: This is the published version of record. For information on re-use, please refer to the publisher’s terms and conditions.
abstract: 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.
date: 2018
date_type: published
publisher: American Society for Engineering Education (ASEE)
official_url: https://www.asee.org/public/conferences/106/papers/23157/view
oa_status: green
full_text_type: pub
language: eng
primo: open
primo_central: open_green
verified: verified_manual
elements_id: 1596535
lyricists_name: Chance, Shannon
lyricists_id: SCHAB56
actors_name: Chance, Shannon
actors_id: SCHAB56
actors_role: owner
full_text_status: public
series: ASEE Annual Conference & Exposition
volume: 125
pagerange: 23157
event_title: 125th ASEE Annual Conference & Exposition, 24-27 June 2018, Salt Lake City, Utah, USA
event_location: Salt Lake City, Utah
event_dates: 24 June 2018 - 27 June 2018
institution: American Society for Engineering Education
book_title: 2018 ASEE Annual Conference & Exposition
citation:        Chance, SM;    Duffy, G;      (2018)    A model for spurring organizational change based on faculty experiences working together to implement Problem-Based Learning.                     In:  2018 ASEE Annual Conference & Exposition.  (pp. p. 23157).  American Society for Engineering Education (ASEE)       Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10059261/1/Published%20ASEE_2018-A_model_for_implementing_change-v17-submitted.pdf