Instructional Change Teams: An Exploratory Model

Posted: Aug 24 2020 by

Amreen Thompson
Texas State University-San Marcos

Amreen Nasim Thompson, Texas State University-San Marcos

Over the past several years, our research team has been investigating factors that influence how instructional change teams collaborate to improve undergraduate STEM instruction. Our research revolves around a model we have developed to examine and interpret the effectiveness of instructional change teams in higher education. We define an instructional change team as a group of three or more instructors or other stakeholders who come together regularly to work on course design or redesign. This post will discuss the development and current state of our instructional change teams model. More

Join an ASCN working group!

Posted: Feb 19 2020 by

Kate White
Temple University

Kate White (Western Michigan University), ASCN Research Director

Have you been considering joining one of our working groups, but aren't sure where to start? Here you'll find updates on what each of our groups is working on and more information on how to get involved in 2020. You can join any of our working groups by filling out this short form. Keep reading to learn more about how we're exploring theories of change; the costs, benefits, and impact of change; change leadership; equity and inclusion in systemic change; aligning faculty work with change; and learning spaces. More

Shared leadership for student success at UW-Whitewater

Posted: Feb 7 2019 by

Meg Waraczynski
University of Wisconsin-Whitewater

Jodie Parys
University of Wisconsin-Whitewater

Susan Elrod
Indiana University-South Bend

Susan Elrod, Jodie Parys, and Meg Waraczynski, University of Wisconsin-Whitewater

Colleges and universities across the country are facing increasing pressure to enroll, retain and graduate more students at a time when the environment for higher education is competitive and often contentious. In order for institutions to be successful in these student success endeavors, everyone must work together. We are all familiar with shared governance as a central tenet of higher education but those processes apply primarily to policy development and decision-making. We argue that shared leadership is required as a holistic approach to goal development and implementation of strategic priorities that foster student and institutional success. In this model, both administrators and faculty/staff leaders play key roles that are essential to the long-term success and sustainability of student success initiatives. Administrators provide a framework for initiatives as they relate to the broader campus community; foster connections between individuals engaged in similar work; provide strategic support and remove barriers to progress; and hold the campus accountable for achieving shared goals. Shared leaders capitalize on their discipline expertise and commitment to student success and program outcomes to fill in the pieces of the framework. They utilize their classroom and program experience to design, test, and apply proposed solutions and also retain ownership of the initiatives and solutions. More

Building on the BOSE Report of Indicators for STEM Education

Posted: Mar 23 2018 by

David Bressoud
Macalester College

David Bressoud, Macalester College

As everyone probably knows by now, the National Academies have released their Indicators for Monitoring Undergraduate STEM Education.

There clearly is much overlap with the charge to the Working Group on Demonstrating Change. We would appreciate informal discussion around two questions:

1. Is there anything left for us to do?
2. Assuming the answer to #1 is "yes," how can we shape our work so as to build on this report? More

Turning on the Thrive Channel to Accelerate Change in Higher Education

Posted: Mar 7 2018 by

Lorne Whitehead
University of British Columbia

Susan Elrod
Indiana University-South Bend

Susan Elrod and Lorne Whitehead Conversations about "institutional change" in higher education have become pervasive. This is probably because colleges and universities are under tremendous pressure - to graduate more students, to improve success of underrepresented minority students, to reduce costs, and to expand the benefits they provide to our society. Many state systems are engaged in developing performance-based funding metrics that are intended to promote achievement of specified goals. Others are engaged in major reorganizations that are merging or possibly eliminating campuses in service of larger goals that are important to the state, such as enhanced transfer, graduation or fiscal efficiency. This seems scary, but at the heart of all of this is a sound idea - since our society has a long history of improvement and undoubtedly there are still more improvements to make. And to do that, organizations must be adaptable; they must make changes for the better. Why then, is this so concerning for so many?

A key challenge is that achieving change in any organization is hard. It is complicated. It involves many levels of the organization. It is motivated by a variety of purposes. It is challenged by competing agendas. It is frequently stalled by a variety of obstacles.

Further, positive change requires a vision, strategy, and tactics. But most importantly, it requires effective change leadership. What does that actually entail? More