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I Want to Try That Too! Development of a Conceptual Framework for Interventions that Encourage Pedagogical Risk-Taking Among Faculty
Conference proceeding   Open access

I Want to Try That Too! Development of a Conceptual Framework for Interventions that Encourage Pedagogical Risk-Taking Among Faculty

Jennifer Bekki, Aisosa Ayela-Uwangue, Samantha Brunhaver, Nadia Kellam, Micah Lande and Ann McKenna
2017 ASEE Annual Conference & Exposition
ASEE Annual Conference & Exposition (Columbus, Ohio, 06/24/2017–06/28/2017)
06/24/2017
DOI: 10.18260/1-2--28454
url
https://doi.org/10.18260/1-2--28454View
Published (Version of record) Open Access

Abstract

This theory paper describes the creation of a conceptual framework with aim to inform strategies for supporting pedagogical risk-taking among engineering faculty. The framework, and the development and implementation of ensuing strategies, are part of a research project that is funded by the NSF’s “Revolutionizing Engineering and Computer Science Departments” (RED) program. Influencing the behaviors and mindsets of faculty members related to their undergraduate teaching practices is one focus of the project, with particular emphasis on instructors of mezzanine level courses. In this paper, we discuss our process for developing the framework, provide the framework itself, and give an example of how it has informed the development of a specific intervention. The proposed framework is influenced by previous work in organizational change theory, higher education, and STEM teaching practices. It characterizes the potential degree of success for an intervention (i.e., its degree of effectiveness in generating increased pedagogical risk taking mindsets and behaviors among faculty) as a function of attributes including duration and nature of faculty engagement, alignment with departmental culture, and degree of agreement with accepted faculty motivators. Within the local RED project, the framework is used both to “screen” potential interventions for feasibility and to increase the likelihood of success for those that ultimately do get implemented. The framework was recently used as part of the project to guide the development of a faculty-led intervention. Faculty self-formed working groups to advance ongoing areas of shared interest in our undergraduate multi-disciplinary engineering program. Groups will meet and work throughout the 2016-2017 academic year, with nominal support provided by the RED project. A discussion of both how this intervention aligns with the framework and an evaluation of the framework’s success will be presented in the full paper.
 Intervention Organizational change Pedagogy Risk Success Teachers Teaching Technical education

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