Facilitating Change Beyond Early Adopters: Working with Faculty to Elucidate Key Moments in a Biochemistry Curricular Change
Conference Tracks
Academic/ Professional Development - Research
Abstract
It is common for faculty to struggle when choosing and implementing a new instructional strategy. We use a Qualitative Collaborative Action Research (CAR) design in which the presenter, a chemist who’s research and expertise focuses on instructor professional development, collaborates with the faculty to document their teaching practices and the process of working together for curricular change. We analyzed student classroom data, s faculty interviews, and video recordings of biochemistry faculty meetings to determine key moments that have shaped the early stages of a curricular redesign. We aim to broader dissemination of evidence-based practice and increased faculty buy-in.
Session Format
Research Brief and Reflection Panels
1
Publication Type and Release Option
Image (Open Access)
Recommended Citation
Saitta, Erin and Nix, Christopher, "Facilitating Change Beyond Early Adopters: Working with Faculty to Elucidate Key Moments in a Biochemistry Curricular Change" (2022). SoTL Commons Conference. 106.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2022/106
Facilitating Change Beyond Early Adopters: Working with Faculty to Elucidate Key Moments in a Biochemistry Curricular Change
It is common for faculty to struggle when choosing and implementing a new instructional strategy. We use a Qualitative Collaborative Action Research (CAR) design in which the presenter, a chemist who’s research and expertise focuses on instructor professional development, collaborates with the faculty to document their teaching practices and the process of working together for curricular change. We analyzed student classroom data, s faculty interviews, and video recordings of biochemistry faculty meetings to determine key moments that have shaped the early stages of a curricular redesign. We aim to broader dissemination of evidence-based practice and increased faculty buy-in.
