scholarly journals Adapting the CACAO model to support higher education STEM teaching reform

2022 ◽  
Vol 9 (1) ◽  
Author(s):  
Karen Viskupic ◽  
Brittnee Earl ◽  
Susan E. Shadle
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Change Agents ◽  
Community Values ◽  
Faculty Teaching ◽  
Complex Process ◽  
The Matrix ◽  
Stem Instruction ◽  
Stem Teaching ◽  
Change Efforts

Abstract Background Efforts to achieve improved student outcomes in STEM are critically reliant on the success of reform efforts associated with teaching and learning. Reform efforts include the transformation of course-based practices, community values, and the institutional policies and structures associated with teaching and learning in higher education. Enacting change is a complex process that can be guided by change theories that describe how and why a desired change takes place. We analyzed the utility of a theory-based change model applied in a higher education setting. Our results provide guidance for change efforts at other institutions. Results Use of the CACAO model to guide the transformation of STEM instruction at a large public university resulted in changes to faculty teaching practices and department culture consistent with the vision defined for the project. Such changes varied across STEM departments in accordance with the emergent nature of project activities at the department level. Our application of the CACAO model demonstrates the importance of (1) creating a vision statement (statement of desired change or end-state); (2) attending to different levels of the organization (e.g., individuals, departments, and colleges); (3) working with change agents who are situated to be effective at different organizational levels; and (4) employing strategies to meet the needs and interests of faculty at different stages of adoption with respect to the desired change. Conclusion Our work, which demonstrates the utility of the CACAO model for change and captures its key elements in a matrix, provides a potential foundation for others considering how to frame and study change efforts. It reinforces the value of using change theories to inform change efforts and creates a structure that others can build on and modify, either by applying our CACAO matrix in their own setting or by using the matrix to identify elements that connect to other change theories. We contribute to the growing body of literature which seeks to understand how change theories can be useful and generalizable beyond a single project.

scholarly journals The Dimension of the Body in Higher Education: Matrix of Meanings in Students’ Diaries

Human Arenas ◽  
2021 ◽  
Author(s):  
Ramiro Tau ◽  
Laure Kloetzer ◽  
Simon Henein
Keyword(s):  
Higher Education ◽  
Performing Arts ◽  
Teaching And Learning ◽  
Educational Practice ◽  
The Body ◽  
Cultural Perspective ◽  
General Process ◽  
Emotional Dimension ◽  
The Matrix ◽  
The Mind

AbstractIn this paper, we attempt to show some consequences of bringing the body back into higher education, through the use of performing arts in the curricular context of scientific programs. We start by arguing that dominant traditions in higher education reproduced the mind-body dualism that shaped the social matrix of meanings on knowledge transmission. We highlight the limits of the modern disembodied and decontextualized reason and suggest that, considering the students’ and teachers’ bodies as non-relevant aspects, or even obstacles, leads to the invisibilization of fundamental aspects involved in teaching and learning processes. We thus conducted a study, from a socio-cultural perspective, in which we analyse the emerging matrix of meanings given to the body and bodily engagement by students, through a systematic qualitative analysis of 47 personal diaries. We structured the results and the discussion around five interpretative axes: (1) the production of diaries enables historicization, while the richness of bodily experience expands the boundaries of diaries into non-textual modalities; (2) curricular context modulates the emergent meanings of the body; (3) physical and symbolic spaces guide the matrix of bodily meanings; (4) the bodily dimension of the courses facilitates the emergence of an emotional dimension to get in touch with others and to register one's own emotional experiences; and (5) the body functions as a condition for biographical continuity. These axes are discussed under the light of the general process of consciousness-raising and resignification of the situated body in the educational practice.

Education for Sustainability in Universities: Challenges and Opportunities for Change

2016 ◽  
Vol 32 (1) ◽  
pp. 91-108 ◽  
Author(s):  
Blanche Higgins ◽  
Ian Thomas
Keyword(s):  
Curriculum Change ◽  
Change Agents ◽  
Institutional Culture ◽  
Education For Sustainability ◽  
Complex Process ◽  
Challenges And Opportunities ◽  
Change Efforts

AbstractEducation for sustainability (EfS) is widely supported and researched; however, the broad and deep implementation of EfS in universities that is needed lags behind the goals of change agents. This article reviews literature on change procedures; in particular, curriculum change in universities. Our aim was to develop insights into strategies change agents can use to bolster their efforts to implement EfS. We found that change in universities is commonly acknowledged as a complex process, and that taking account of institutional culture is an integral step in curriculum change efforts. We also explored the struggles and successes of attempts to diversify the curriculum in order to find parallels that EfS change agents can learn from.

scholarly journals Knowledge Transfer Openness Matrix Facilitating Accessibility in UK Management Education Teaching

2017 ◽  
pp. 230-252
Author(s):  
Jonathan D. Owens ◽  
Usman Talat
Keyword(s):  
Higher Education ◽  
Knowledge Transfer ◽  
Teaching And Learning ◽  
Empirical Investigation ◽  
Management Education ◽  
Learning Technologies ◽  
The Matrix ◽  
The Uk ◽  
Uk Higher Education

This is an empirical investigation considering how the Knowledge Transfer Openness Matrix (KTOM) could facilitate accessibility and Knowledge Transfer (KT) for the UK Higher Education (HE) Management Education Teaching when utilising learning technologies. Its focus is where learning technologies applications currently assist the KT process and support accessibility for the HE teacher and learner. It considers the philosophy of openness, focusing on its usefulness to support accessibility within UK HE Management Education Teaching. It discusses how the openness philosophy may assist the KT process for the HE teacher and learners using learning technologies. In particular, the potential to support accessibility within HE Management Education Teaching environments is appraised. There appear several implications for both teachers and learners. These are characterized in the proposed KTOM. The matrix organises KT events based on the principles of the openness philosophy. The role of learning technologies in events is illustrated with regard to teaching and learning accessibility.

scholarly journals Media Usage Survey: How Engineering Instructors and Students Use Media

2013 ◽  
Author(s):  
Gerd Gidion ◽  
Luiz Fernando Capretz ◽  
Michael Grosch ◽  
Ken N. Meadows
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Online Information ◽  
Traditional Media ◽  
Media Usage ◽  
Study Behavior ◽  
Faculty Teaching ◽  
Online Information Services ◽  
Information Media ◽  
Faculty Teaching Methods

Web 2.0 has ubiquitously penetrated academia. The dissemination of online information services in higher education has led to substantial changes in faculty teaching methods as well as the learning and study behavior of students. For example, the use of online services, such as Google and Wikipedia, has become mandatory not only during teaching and learning activities but also during leisure time for students and faculty. At the same time, traditional information media such as textbooks and printed handouts still form the basic pillars of teaching and learning. This article explains the preliminary results of a survey about media usage in teaching and learning conducted with Western University faculty and students, highlighting trends for the usage of new and traditional media in higher education. Furthermore, the article intends to participate in the ongoing discussion of practices and policies that purport to advance Web 2.0 has ubiquitously penetrated academia. The dissemination of online information services in higher education has led to substantial changes in faculty teaching methods as well as the learning and study behavior of students. For example, the use of online services, such as Google and Wikipedia, has become mandatory not only during teaching and learning activities but also during leisure time for students and faculty. At the same time, traditional information media such as textbooks and printed handouts still form the basic pillars of teaching and learning. This article explains the preliminary results of a survey about media usage in teaching and learning conducted with Western University faculty and students, highlighting trends for the usage of new and traditional media in higher education. Furthermore, the article intends to participate in the ongoing discussion of practices and policies that purport to advance the effective use of media in teaching and learning.

scholarly journals Identified Challenges from Faculty Teaching at Predominantly Undergraduate Institutions after Abrupt Transition to Emergency Remote Teaching during the COVID-19 Pandemic

2021 ◽  
Vol 11 (9) ◽  
pp. 556
Author(s):  
Blake C. Colclasure ◽  
AnnMarie Marlier ◽  
Mary F. Durham ◽  
Tessa Durham Brooks ◽  
Mekenzie Kerr
Keyword(s):  
Mental Health ◽  
Higher Education ◽  
Learning Community ◽  
Teaching And Learning ◽  
Physical And Mental Health ◽  
Midwest United States ◽  
Face To Face ◽  
Faculty Teaching ◽  
Learning Patterns ◽  
Undergraduate Institutions

COVID-19 has been one of the most significant disruptors of higher education in modern history. Higher education institutions rapidly transitioned to Emergency Remote Teaching (ERT) in mid-to-late March of 2020. The extent of COVID-19’s impact on teaching and learning, and the resulting challenges facilitating ERT during this time, likely varied by faculty, institutional, and geographical characteristics. In this study, we identified challenges in teaching and learning during the initial transition to ERT at Predominantly Undergraduate Institutions (PUIs) in the Midwest, United States. We conducted in-depth interviews with 14 faculty teaching at Midwestern PUIs to explore their lived experiences. We describe the most overarching challenges related to faculty teaching through four emergent themes: pedagogical changes, work-life balance, face-to-face interactions, and physical and mental health. Five themes emerged that we used to describe the most overarching challenges related to students and their learning: learning patterns, technology access, additional responsibilities, learning community, and mental health. Based upon the identified challenges, we provide broad recommendations that can be used to foster a more successful transition to ERT in unforeseen regional or global crises in the future.

scholarly journals Perancangan Data Warehouse pada Laporan PDPT di Kopertis Wilayah V

2016 ◽  
Vol 3 (3) ◽  
pp. 255
Author(s):  
Sukarsono Windu Kumoro ◽  
Abidarin Rosidi ◽  
Armadyah Amborowati
Keyword(s):  
Higher Education ◽  
Data Warehouse ◽  
Teaching And Learning ◽  
Private Higher Education ◽  
Faculty Teaching ◽  
Star Schema ◽  
On Line ◽  
Analytical Processing ◽  
On Line Analytical Processing ◽  
Academic Year

Evaluasi terhadap Program Studi pada Perguruan Tinggi Swasta (PTS) yang memperoleh Ijin Penyelenggaraan dari Dirjen Dikti dibutuhkan oleh Koordinator Kopertis Wilayah V. Laporan PDPT telah terkumpul sejak tahun akademik 2002 semester ganjil (2002-1) sampai dengan tahun akademik 2013 semester genap (2013-2) yang terdiri dari data transaksi yang terkait dengan proses belajar mengajar di PTS. Laporan PDPT dari PTS dikerjakan atas dasar “Culture Trust”. Untuk mengatasi permasalahan tersebut dibangun sebuah data warehouse di Kopertis Wilayah V DIY. Data warehouse ini dikembangkan dengan menggunakan Foxpro dan Clipper dikarenakan data yang dilaporkan menggunakan file berekstendi DBF. Foxpro dan Clipper adalah sebuah paket basisdata dan dapat didistribusikan.Dalam pengerjaan pembangunan data warehouse ini akan melalui proses ETL dan pembuatan Star Schema (Skema Bintang) berupa dimensi-dimensi yang terhubung dengan tabel fakta berupa tabel aktifitas perkuliahan mahasiswa, evaluasi program studi dan aktifitas dosen mengajar di seluruh program studi pada PTS yang menjadi binaan Kopertis Wilayah V. Kemudian hasil data warehouse akan dianalisa melalui proses OLAP (On-line Analytical Processing).The evaluation of the Program on Private Higher Education (PTS) which derive from the Operating Licence required by the Coordinator General of Higher Education Kopertis Region V. PDPT reports have been collected since 2002 semester of the academic year (2002-1) until the second semester of academic year 2013 (2013-2), which consists of transaction data associated with the teaching and learning process in the PTS. PDPT reports of PTS is done on the basis of "Culture Trust".To overcome these problems built a data warehouse in Kopertis Region V DIY. The data warehouse was developed using FoxPro and Clipper because the data reported using a DBF file extension. FoxPro and Clipper is a package database and can be distributed. In the execution of data warehouse development is going through the ETL process and the making of Star Schema (Star Schema) in the form of dimensions that are connected with the fact table in the form of table activity lecturing students, evaluation of courses and activities throughout the faculty teaching courses at private universities being built Kopertis region V. Then the results will be analyzed data warehouse through a process of OLAP (On-line Analytical Processing).

scholarly journals Learning technology in Scottish higher education - a survey of the views of senior managers, academic staff and 'experts'

2011 ◽  
Vol 8 (2) ◽  
Author(s):  
Jeff Haywood ◽  
Charles Anderson ◽  
Helen Coyle ◽  
Kate Day ◽  
Denise Haywood ◽  
...  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Change Agents ◽  
The United States ◽  
Small Scale ◽  
Learning Technology ◽  
Senior Managers ◽  
Culture Shift ◽  
Technology In Higher Education

Central concerns within the field of learning technology in higher education have been the promotion of institutional change and staff awareness and development. This focus on the need to bring about a 'culture shift' and the importance of 'change agents' is reflected in the Dearing Report (DfEE, 1997) and in Funding Council initiatives such as TLTP and TLTSN (Davies, 1995). It is common for many of us who work in this area to feel that although we see clearly the task ahead, we have little at our disposal by way of evidence about how far we have come. Much of the evidence which does exist, and which has been incorporated into lectures and reports, is anecdotal, local and small scale, although there have been some larger studies, notably the Information Technology Assisted Teaching and Learning project (ITATL, 1997), and a 1999 study of C&IT materials funded by the Funding Councils (HEFCE, 1999a), and in the United States the national survey of desktop computing and IT in higher education (Green, 1989-99). These showed a rapidly increasing use of learning technology in higher education, and some of the limitations and restrictions which staff feel, such as technical support. However, there had been no indepth study of the subject and institution-specific influences on academic staff use of, and attitudes to, learning technology.DOI:10.1080/0968776000080202 

Leading Institutions Through Change to Improve Learning

2022 ◽  
pp. 106-126
Author(s):  
Gretchen Bartelson
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Teaching And Learning ◽  
Change Agents ◽  
Educational Institutions ◽  
Higher Education Administrators ◽  
External Pressures ◽  
Success In Higher Education ◽  
Working Together ◽  
Education Administrators

Student success in higher education depends on a complex set of services that must be integrated seamlessly and delivered to students. This chapter looks at the complex, and often competing, interests of students, faculty, administration, and external stakeholders as they seek to improve student success in higher education. Administrators, mid-level managers, change agents, faculty and ancillary student support services all need to understand the importance of their role in working together to make the changes necessary to improve teaching and learning. The great challenge is managing the change that this will require. Educational institutions in the 21st century need to become agile and able to manage change imposed by both internal and external pressures.

Accomplishing Change in Teaching and Learning Regimes

2019 ◽  
pp. 115-156
Author(s):  
Paul Trowler
Keyword(s):  
Higher Education ◽  
Organizational Change ◽  
Case Studies ◽  
Teaching And Learning ◽  
Change Agents ◽  
Change Processes ◽  
Documented Case ◽  
The World ◽  
Change In Higher Education

Chapter 6 focuses on change processes within their contexts, and how they have been, and can be, addressed. Drawing on vignettes and on well-documented case studies of organizational change in higher education contexts around the world, the chapter considers the forces of stasis and dynamism of the various elements which constitute teaching and learning regimes. The implications for change agents are unpicked and the notion of a practice-focused way of seeing is further elaborated. The chapter elaborates on how the practice sensibility helps practitioners look beyond quotidian events, conflicts, and issues. It helps change agents know where to look and what to look for in relation to the forces that shape practices, and how they might be addressed to enhance processes and outcomes.

Harnessing Technology for Cultural Transformation: A Case Study From South Africa

2021 ◽  
Vol 4 (12) ◽  
Author(s):  
Nompilo Tshuma
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Teaching And Learning ◽  
Change Agents ◽  
Cultural Transformation ◽  
Cultural Norms ◽  
Academic Change ◽  
Critical Issues

Taming the technology used for teaching and learning in higher education can take different forms. These taming activities are dependent on the context – and critical issues that affect higher education within those contexts – as well as the agency of academics to address those issues. The focus of this paper is on one such context, where cultural transformation is a key theme in higher education. In this paper, I reflect on how technology has been harnessed by academic change agents to challenge cultural norms while recognising diversity within their classrooms.

Sign in / Sign up

Export Citation Format

Share Document