Impact of Communities of Transformation and Culture on Adoption of Active and Inquiry-Based Learning

• In Event: AERA Virtual Poster Session 5
  In Poster Session: Recent Research on Faculty Teaching, Evaluation, and Development

Abstract

This nested case study investigates how two departmental communities of transformation and departmental culture influence the adoption of Active and Inquiry-Based Learning (AIBL) in introductory STEM courses. We analyze data from meeting observations, faculty and GTA interviews, leader reflections, and institutional and departmental documents. Initial findings indicate that local departmental cultural contexts led to differences in diffusion between departments. A major contribution is extending literature on higher education, pedagogy, and diffusion of innovations.

Authors

• Julie Shank, Virginia Military Institute

• Kathryn Fernández, George Mason University

• Jaime R. Lester, George Mason University

• Jill K. Nelson, George Mason University

• Jessica Rosenberg