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Stanley Deetz

Publications and source records attributed to Stanley Deetz.

2 recordsLinked to original sources
arXiv2015

Towards a Model of Systemic Change in University STEM Education

Despite numerous calls for the transformation of undergraduate STEM education, there is still a lack of successful models for creating large-scale, systemic cultural changes in STEM departments. To date, change efforts have generally focused on one of three areas: developing reflective teachers, disseminating curricula and pedagogy, or enacting institutional policy. These efforts illustrate many of the challenges of departmental change; in particular, they highlight the need for a holistic approach that integrates across all three of these levels: individual faculty, whole departments, and university policymakers. To address these challenges, as part of our campus-wide AAU-sponsored effort in STEM education transformation, we import and integrate models of change from multiple perspectives. We draw from models in organizational change, from departmental and disciplinary change in STEM education, and from efforts to support individual efforts such as the development and dissemination model. As a result, our departmental cultural change efforts are an attempt at holistic reform. We will discuss our theoretical underpinnings and ground this theory in a sample of approaches in two departments.

physics.ed-ph↗
arXiv2015

A Framework for Transforming Departmental Culture to Support Educational Innovation

This paper provides a research-based framework for promoting institutional change in higher education. To date, most educational change efforts have focused on relatively narrow subsets of the university system (e.g., faculty teaching practices or administrative policies) and have been largely driven by implicit change logics; both of these features have limited the success of such efforts at achieving sustained, systemic change. Drawing from the literature on organizational and cultural change, our framework encourages change agents to coordinate their activities across three key levels of the university and to ground their activities in the various change perspectives that emerge from that literature. We use examples from a change project that we have been carrying out at a large research university to illustrate how our framework can be used as a basis for planning and implementing holistic change.

physics.ed-ph↗