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ERIC Number: EJ1447484
Record Type: Journal
Publication Date: 2024
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1052-4800
EISSN: EISSN-1945-2993
A Course Redesign Program Highlighting Faculty Identity as the Key to Pedagogical Reform
Stephanie Laggini Fiore; Benjamin Brock; William V. Pilny
Journal on Excellence in College Teaching, v35 n1 p45-56 2024
Educational developers can help construct a more socially-just society by promoting equitable learning within higher education (Bass, 2020; Dawson et al., 2010). In this light, The Student Oriented Active Redesign (SOAR) Project sought to proactively catalyze pedagogical and curricular change in high-failure courses. While most participating courses saw reductions in student failure/withdrawal, data indicate that the model should evolve its scope to integrate instructor-related sense-of-self, which mediates course reform efforts. Addressing the understudied tension between faculty professional identity and pedagogical change (Brownell & Tanner, 2012) may improve students' academic success and retention and, thus, create a more equitable society.
Miami University. Center for Teaching Excellence. 317 Laws Hall, Oxford, OH 45056. Tel: 513-529-9265; Web site: https://celt.miamioh.edu/ojs/index.php/JECT/about
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A