Leveraging Collaborative Expertise to Drive Educational Change Among Faculty at an Urban University

Faculty development efforts in higher education often face challenges in promoting evidence-based teaching practices, particularly in urban institutions where diverse student populations and resource constraints add complexity. Collaboration among educators is one method of addressing these challenges. This poster presents a case study on utilizing collaborative expertise to drive pedagogical change among faculty at a large urban university.

Through a guided action team process, faculty engaged in guided reflection sessions, identified patterns in teaching practices and shared opportunities for active learning integration. During the process, the team discussed data collected through classroom observations, surveys, and assessments during the courses. Student feedback was also solicited as a part of the reflection and change processes.

Focus group interviews with participants indicated increased faculty awareness of student-centered pedagogy, along with a shift toward more active instructional methods, such as group work, problem-solving, and peer discussion. Qualitative feedback highlighted the value of collaboration in promoting self-reflection and collegial dialogue, especially in departments where traditional lecture remained dominant.

The results demonstrate that facilitated collaboration can serve as a catalyst for instructional transformation. This approach fosters a culture of continuous improvement and peer collaboration, while remaining sensitive to the institutional context and the diverse needs of urban student populations. The poster will share implementation strategies, faculty reflections, and recommendations for adapting the guided action team process across disciplines.