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.
Descriptors: Faculty, Professional Identity, Educational Development, Social Justice, Equal Education, Courses, Failure, Curriculum Development, Change Strategies, Instructional Improvement, Barriers, Teacher Attitudes, Reflective Teaching
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