PERC 2019 Abstract Detail Page
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| Abstract Title: | Instructional change teams in undergraduate STEM: Identifying paths to success |
|---|---|
| Abstract: | In this study, we investigate the nature of instructional change teams in the context of STEM higher education. Teams are more likely to produce sustainable, innovative, and high-quality outcomes than individuals working alone. However, teams also tend to involve higher risks of failure. We collected semi-structured interview data from twenty-three team members across four teams to understand how they are set up, how they operate, and their outcomes. Our results confirm the importance of five team inputs identified in our previous work. We also expand our instructional teams model to define several specific team processes and emergent states, which we discuss on this poster. We find that team leaders can create egalitarian power dynamics that help teams develop shared vision about the nature of the task. A shared vision among team members can increase the likelihood of team success. Recommendations for practitioners and researchers will be discussed. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session III |
| Poster Number: | C12 |
Author/Organizer Information | |
| Primary Contact: |
Diana Sachmpazidi Western Michigan University |
| Co-Author(s) and Co-Presenter(s) |
Alice Olmstead Charles Henderson Andrea Beach |
