Empowering STEM Faculty: A Theory of Change Grounded in Self-Determination and Strengths-Based Reflection

Teaching TRIOS is a peer observation program developed at Middle Tennessee State University that is Time-sensitive (T), Reciprocal (R), Inclusive (I), Operative (O), and Strength-Based (S). This program was originally developed to increase collaboration and sharing among STEM instructors in higher education with respect to teaching (Bleiler-Baxter et al., 2021). We are currently at the beginning of a five-year NSF-funded project aimed at advancing the culture of teaching in six different STEM departments, by using strength-based reflection through the TRIOS model. This program has three participants undergoing peer observation within each other's classrooms and subsequent debriefing of each other's practices. In this poster we will describe the TRIOS approach and focus on the theory of change underlying this professional development model, which utilizes four theoretical frameworks: positive psychology (Seligman & Csikszentmihalyi, 2000), self-determination theory (Ryan & Deci, 2017), ecological systems theory (Bronfenbrenner, 1979), and diffusion of innovations theory (Rogers, 2003). Debriefing amongst participants relies on positive psychology, which ensures that discussion is strengths-based and that participants feel comfortable participating. Self-determination theory is used to understand departmental culture and needs with regards to competence, autonomy, and relatedness. Ecological systems theory is used to understand the social systems that shape teaching and teaching professional development within STEM departments. Finally, diffusion of innovations theory allows us to scale up departmental change from initial teaching TRIOS to a broader group of STEM departmental faculty. Our aim in presenting this poster is to provide (a) several potentially useful and relevant theoretical frameworks for others to consider as they attempt to transform cultures within their own institutions, and (b) a holistic theory of change incorporating all four theoretical frameworks, for which we seek feedback from poster attendees to iteratively improve our project's effectiveness.