Transforming Institutions: Accelerating Systemic Change in Higher Education
Editors
Kate White, Andrea Beach, Noah Finkelstein, Charles Henderson, Scott Simkins, Linda Slakey, Marilyne Stains, Gabriela Weaver, Lorne Whitehead
Table of Contents
Introduction
Noah Finkelstein
Section I. Theories of Change
Introduction: Theories of Change
Charles Henderson and Marilyne Stains
1. Driving Change: Using the CACAO Framework in an Institutional Change Project Using the CACAO Framework
Brittnee Earl, Karen Viskupic, Anthony Marker, Amy Moll, Tony Roark, R. Eric Landrum, and Susan Shadle
2. The Characteristics of Dissemination Success (CODS) Model as a Framework for Changing the Culture of Teaching and Learning Framework for Changing the Culture of Teaching and Learning
Katerina V. Thompson and Gili Marbach-Ad
3. Bringing an Asset-Based Community Development (ABCD) Framework to University Change Work
Stephen M. Biscotte and Najla Mouchrek
4. Scaffolding Research into Undergraduate STEM Curricula and Cultures: An Emerging Model for Systemic Change An Emerging Model for Systemic Change
Mitchell Malachowski, Jeffrey M. Osborn, Kerry K. Karukstis, Jillian Kinzie, and Elizabeth L. Ambos
5. Developing the Departmental Action Team Theory of Change
Courtney Ngai, Joel C. Corbo, Gina M. Quan, Karen Falkenberg, Christopher Geanious, Alanna Pawlak, Mary E. Pilgrim, Daniel L. Reinholz, and Sarah B. Wise
6. On the RISE: A Case Study of Institutional Transformation Using Idea Flow as a Change Theory
Gita Bangera, Cheryl Vermilyea, Michael Reese, and Irene Shaver
7. An Exploratory Study of What Different Theories Can Tell Us about Change
Mary E. Pilgrim, Kelly K. McDonald, Erika G. Offerdahl, Katherine Ryker, Susan Shadle, Amelia Stone-Johnstone, and Emily M. Walter
Section II. Change Across Levels
Introduction: Change Across Scales
Gabriela Weaver and Linda Slakey
8. Using Data on Student Values and Experiences to Engage Faculty Members in Discussions on Improving Teaching
Gili Marbach-Ad, Carly Hunt, and Katerina V. Thompson
9. Using a Systems Approach to Change: Examining the AAU Undergraduate STEM Education Initiative
Adrianna Kezar and Emily Miller
10. Research Coordination Networks to Promote Cross-Institutional Change: A Case Study of Graduate Student Teaching Professional Development
Grant Gardner, Judith Ridgway, Elisabeth Schussler, Kristen Miller, and Gili Marbach-Ad
11. Learning Together: Four Institutions' Collective Approach to Building Sustained Inclusive Excellence Programs in STEM
Jeremy Wojdak, Tara Phelps-Durr, Laura Gough, Trudymae Atuobi, Cynthia DeBoy, Patrice Moss, Jill Sible, and Najla Mouchrek
12. Cultivating Strategic Partnerships to Transform STEM Education
Cara Margherio, Kerice Doten-Snitker, Julia Williams, Elizabeth Litzler, Eva Andrijcic, and Sriram Mohan
13. Transforming Teaching Evaluation in Disciplines: A Model and Case Study of Departmental Change
Sarah E. Andrews, Jessica Keating, Joel C. Corbo, Mark Gammon, Daniel L. Reinholz, and Noah Finkelstein
14. A Department-Level Cultural Change Project: Transforming the Evaluation of Teaching
Noah Finkelstein, Andrea Follmer Greenhoot, Gabriela Weaver, and Ann E. Austin
Section III. Change Leaders
Introduction: Change Leaders
Scott Simkins, Linda Slakey, and Lorne Whitehead
15. Moving toward Greater Equity and Inclusion in STEM through Pedagogical Partnership
Alison Cook-Sather, Helen White, Tomás Aramburu, Camille Samuels, and Paul Wynkoop
16. Student Leaders as Agents of Change
Kadian M. Callahan, Kaylla Williams, and Scott Reese
17. Making Teaching Matter More: REFLECT at the University of Portland
Stephanie Salomone, Heather Dillon, Tara Prestholdt, Valerie Peterson, Carolyn James, and Eric Anctil
18. Discipline-based Teaching Development Groups: The SIMPLE Framework for Change from Within
Jill K. Nelson and Margret A. Hjalmarson
19. Leveraging Organizational Structure and Culture to Catalyze Pedagogical Change in Higher Education
Carrie Klein, Jaime Lester, and Jill Nelson
20. Transforming the teaching of thousands: Promoting evidence-based practices at scale
Kay Halasek, Andrew Heckler, and Melinda Rhodes-DiSalvo
21. Practical advice for partnering with and coaching faculty as an embedded educational expert
Stephanie Chasteen, Warren Code, and Sarah Bean Sherman
22. Variations on Embedded Expert Models: Implementing Change Initiatives that Support Departments from Within
Andrea Follmer Greenhoot, Carolyn Aslan, Stephanie Chasteen, Warren Code, and Sarah Bean Sherman
Conclusion
Gabriela Weaver and Andrea Beach
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About the Book
Howard Gobstein, Executive Vice President, Association of Public and Land Grant Universities
An important book by and for scholar/practitioners. It summarizes leading edge understanding of how to transform STEM education through models, institution and network scaled change, and the leadership developing to do this. My challenge to authors and readers: is this understanding coming rapidly and broadly enough to overtake our accelerating needs?
Kelly Mack, Vice President for Undergraduate STEM Education and Executive Director of Project Kaleidoscope, Office of Undergraduate STEM Education, AAC&U
Transforming Institutions has done it again! This second volume, much like the first, is a compendium of the most advanced lessons we've learned about the reform of STEM higher education to date. The reader is taken on a reform journey that demystifies the complexities of institutional contexts, competing interests, setbacks, and successes. Each chapter weaves together the criticality of both theory and practice, never privileging one over the other or overlooking the fact that both are essential for undergraduate STEM reform.
Shirley Malcolm, Head of Education and Human Resources Programs of the American Association for the Advancement of Science (AAAS)
Those of us who work to improve the quality of STEM education know that we need much more than "one-off" efforts. A consensus has emerged within the community that only systemic change can move the needle and advance real transformation. This volume, Transforming Institutions, helps us figure out how to close the gap between knowing better and doing better.
Ben Roberts, CEO of Codon Learning
We've known for decades that evidence-based teaching (EBT) is a more effective and equitable way to teach, yet widespread change has been slow. This book provides an up-to-date account on how change leaders are catalyzing EBT across higher education. This collection is both intellectually stimulating—especially in the way the articles are framed by established theories of change—and pragmatic in that the reader gets an inside perspective into projects currently underway that could have a big impact in the next few years. As an edtech entrepreneur, I found the book an insightful look into how postsecondary institutions will meet the challenge of helping faculty teach with inclusive EBT practices.
Suggested citation: White, K., Beach, A., Finkelstein, N., Henderson, C., Simkins, S., Slakey, L., Stains, M., Weaver, G., & Whitehead, L. (Eds.). (2020). Transforming Institutions: Accelerating Systemic Change in Higher Education. Pressbooks. http://openbooks.library.umass.edu/ascnti2020/
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