Guiding Theories Resources
Model and Theory of Change
Promoting Evidence-based Change in Undergraduate Science Education. (Paper, National Academies, 2011). Ann Austin. Drawing on the literature on organizational change, the paper uses a systems approach to identify and understand barriers to change in STEM teaching practice and to highlight factors and strategies that relate to individual faculty members' decisions to integrate evidence-based approaches into their teaching practice, including an overview of the literature and the usefulness of a systems approach. Paper attached. 1466106539 (Acrobat (PDF) 271kB Jun16 16)
Getting ideas into action: Building networked improvement communities in education (Paper, 2011). Carnegie Foundation. In this essay by Anthony Bryk, Louis Gomez, and Alicia Grunow, the authors argue that the social organization of the research enterprise is badly broken and a very different alternative is needed. They instead support a science of improvement research and introduce the idea of a networked improvement community that creates the purposeful collective action needed to solve complex educational problems.
Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature. (Journal article, JRST, 2011). Henderson, C., Beach, A., & Finkelstein, N. D. Foundational article reviewing articles on change in instructional practice, identifying four broad categories of change strategy. Relevant for: Experts.
Communities of Transformation and their work scaling STEM reform (Paper, 2015) A. Kezar and S. Gehrke, Pullias Center for Higher Education. A mixed-methods study of four STEM communities (BioQUEST, PKAL, POGIL and SENCER) to understand the roles of these communities in advancing the goals of scaling STEM education reform. Discusses research findings, sustainability, future considerations, and further research. Also included in: Networks. Relevant for: Experts, administrators.
Increasing Student Success in STEM: A Guide to systemic institutional change. (Guidebook, 2016) From AAC&U and PKAL, authored by Elrod and Kezar is aimed at campus leaders and administrators who are leading comprehensive reforms, including addressing implicit theories of change, avoiding mistakes, project management, team development, and sustaining change, with a practical focus. Attached is a prepublication version. Also included in: Leadership, change strategies. Relevant for: Novices, administrators, change agents.
Increasing the use of evidence-based teaching in STEM higher education: A comparison of eight change strategies (Journal article, J. Eng. Educ., 2014). Borrego, M., & Henderson, C. Builds on work by Henderson et al., further analyzing the four change strategies, aimed at change agents and researchers. Relevant for: Experts.
The Evolution of Curricular Change Models within the Foundation Coalition (Article, 2014). This paper examines one aspect of the curricular change process undertaken by the Foundation Coalition (FC); specifically, how understanding about curricular change held by the FC leaders evolved as they moved through the process of establishing a new curriculum at their institutions. Also Included in: Leadership. Relevant for: Experts.
Diffusion of Engineering Education Innovations: A Survey of Awareness and Adoption Rates in U.S. Engineering Departments (Article, 2014). Research questions include: How widespread is awareness and adoption of established engineering education innovations? Are there differences by discipline or institutional type? How do engineering department chairs find out about engineering education innovations? What factors do engineering department chairs cite as important in adoption decisions? Relevant for: Experts
Transportation Engineering Instructors' Decision-Making Processes for Course Change (Article, 2014). Describes adoption of course changes in engineering, with recommendations for curriculum developers. Also Included in: Relevant for: Experts
Influence of Collaborative Curriculum Design on Educational Beliefs, Communities of Practitioners, and Classroom Practice in Transportation Engineering Education (Article, 2014). Describes outcomes from a workshop for engineering faculty aimed at pedagogical change. Also Included in: Leadership. Relevant for:Experts.
Exploring the dynamics of organizational learning: identifying the decision chains science and math faculty use to plan and teach undergraduate courses (Article, 2011). Hora and Hunter. Describes organizational learning theory as a way to conceptualize how decision cains are implicated in change processes, including organizational memory. Relevant for: Experts.
A guide to building educational partnerships: Navigating diverse cultural contexts to turn challenge into promise. (Book, 2011) Hora and Miller. This book provides insights and guidance to enable prospective and existing education partners to develop answers to the questions that are critical to success: Why engage in this partnership? How can you communicate the potential benefits of partnership? Helpful for establishing working groups. Also included in: Leadership. Relevant for: Novices and experts.
Navigating the problem space of academic work (Article, 2016). Hora. Study of how faculty plan their courses in real world setting, using the idea of a 'problem space' to examine how faculty construct mental representations for the task of planning undergraduate courses. Relevant for: Experts
Cultural Models of Teaching and learning in Math and science: exploring the intersections of Culture, Cognition, and Pedagogical situations (Article, 2014). Ferrare and Hora. In this article we utilize cultural models theory to examine the theories of student learning and teaching practice espoused and enacted by undergraduate math and science faculty. Relevant for: Experts.
AAU Framework for systemic change in undergraduate STEM teaching and learning (Brochure, 2016). Outlines framework developed by AAU to guide institutional commitment to teaching and learning, including cultural change, scaffolding, and pedagogy. Relevant for: Administrators, novices.
The importance of context: an exploration of factors influencing the adoption of student-centered teaching among chemistry, biology, and physics facult (Article, Lund and Stains, 2015). This study demonstrates that disciplinary differences exist in the contextual factors teaching conceptions that STEM faculty experience and hold, even among faculty within the same institution. Moreover, it shows that these differences are associated to the level of adoption of student-centered teaching practices. This work has thus identified the critical need to carefully characterize STEM faculty's departmental environment and conceptions about teaching before engaging in instructional reform efforts, and to adapt reform activities to account for these factors.
Capstone assessment in engineering (Article, 2013). Discusses early adoption process of assessment instrument for use in capstone design courses, including adoption of the assessment. Also included in: Assessment.
Sustainability incorporated into engineering education (Article). Presents three personas of faculty beliefs about incorporating sustainability (an ABET standard) in the classroom based on shared characteristics emerging from interviews.
Why theories of change matter (WCER Working Paper No. 2015-2): Connolly, M. R., & Seymour, E. (2015). (Working Paper, 2015). Connolly and Seymour. Argues that making programmatic theories of change explicit, by helping organizers specify their reason for their theory of change or action, can be useful. Also included in: Measurement. Relevant for: Experts, evaluators.
National Academies Press (Website). All NAP reports, on several topics relevant to the network.
Understanding Interventions that Broaden Participation in Science Careers (Website). Network of individuals: Our broader mission is to positively impact the outcomes of efforts aimed at broadening participation in research and research careers through the expansion and dissemination of the relevant body of knowledge, and facilitate its implementation in practice, policy development, training, and professional development. Also Included in: Leadership, cross-cutting.
An exploration of successful postsecondary STEM education reform at 5 science and math teacher imperative institutions (APLU report, 2012). Summary of a study of several institutions and how they created space for undergraduate education reform while attending to traditional constraints at R1 institutions, with an emphasis on the role of faculty. Also Included in: Leadership. Relevant for:
Faculty Development and Student Learning: Condon et al., 2015 (Book, 2015). Condon, Iverson, Manduca et al. reports the results of a multi-year study undertaken by faculty at Carleton College and Washington State University to assess how students' learning is affected by faculty members' efforts to become better teachers, including assessment of faculty development effectiveness. Also Included in: Costs and Benefits, measurement.
Scientific Teaching: Defining a Taxonomy of Observable Practices (Article, 2014). Couch et al. Describes development of a taxonomy of the core elements of scientific teaching, including pedagogical goals, practices, behaviors, artifacts and features releated to scientific teaching. Provides a framework for researchers studying course transformation, and guide for faculty. Also Included in: Theory.
Undergrad chemistry education: A workshop summary (NAP report, 2014). Summary of a workshop convened in May 2013 by the Chemical Science Roundtable of the National Research Council to explore the current state of undergraduate chemistry education. Discusses large-scale innovations that are transferable, widely applicable, and/or proven successful, with specific consideration of drivers and metrics of change, barriers to implementation of changes, and examples of innovation in the classroom. Also included in: Assessment, cross cutting issues. Relevant for: Faculty, change agents.
Effective practices in undergraduate STEM: Examining the evidence (Article, Labov, Singer et al, 2016). NRC and WCER collaboration to examine the current state of knowledge about "promising practices" in undergraduate STEM education. Also included in: Cross cutting issues.
CU STEM Institutional Transformation Action Research (SITAR) Project (website). CU AAU project; describes model of systemic change ("outside-in" model) and emergence of Departmental Action Teams (DATs) for supporting change. Also included in: Leadership, Strategies.
Building a Network Theory of Social Capital (journal article, 1999). By N. Lin, this is a "meta theory" article, discussing the social capital provided by a network. This could help describe the value that ASCN itself, and other networks, bring.
Framing processes and social movements: An overview and assessment (article, Benford and Snow, 2000). A seminal article in sociology/social movements on importance of framing for mobilizing populations for social change.
Work organization and ergonomics (article, Carayon & Smith, 2000). Paper from field of systems engineering and ergonomics that describes theory of Work Systems and applied methods for understanding socio-technical aspects of organizations and their impact on work.
The Scholarship of Teaching and Learning Reconsidered: Institutional Integration and Impact, by Pat Hutchings, Mary Taylor Huber, and Anthony Ciccone (Book, 2011). Focuses on the spread of the scholarship of teaching and learning (SoTL) to core areas of institutional work—four sites where the coordination of individual and institutional pedagogical priorities are progressively more challenging: classroom teaching, professional development, institutional assessment, and the recognition and reward of pedagogical work. The book's basic argument is in the article below.
Getting There: An Integrative Vision of the Scholarship of Teaching and Learning (article, 2011). International J. of the Scholarship of Teaching and Learning, Hutchings, Huber and Ciccone. Basic argument of the book above.
A Theory of Transformative Agency in Linked Social-Ecological Systems (Journal article, 2013). Abstract: We reviewed the literature on leadership in linked social-ecological systems and combined it with the literature on institutional entrepreneurship in complex adaptive systems to develop a new theory of transformative agency in linked socialecological systems.