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Table 1 Types of support Next Gen PET adopters may need

From: Analyzing a faculty online learning community as a mechanism for supporting faculty implementation of a guided-inquiry curriculum

Characteristic of the curriculum Type of implementation supporta
Non-traditional course content → Anticipating student questions and appropriate responses based on reordering of topics
→ Adjusting expectations for content coverage and learning objectives
→ Recognizing that students’ development of ideas will occur over a longer time than is traditional
Non-traditional pedagogy → Troubleshooting difficulties which arise from student group work
→ Examples of different facilitation strategies
→ Ideas on creating classroom norms that support pedagogy
Semi-flexible: Modular design, but with pedagogical coherence → Assistance choosing modules and units to cover, pacing guidance
→ Understanding connections and sequencing among topics, and implications of choices about what to include
Semi-flexible: choice in implementation format → Reflecting on students’ needs and available resources to select studio or lecture format for local situation; creative combining of formats
Resources: equipment, facilities → Identifying available resources
→ Logistical support
Resources: collaboration, staffing, buy-in → Reflecting on programmatic needs
→ Justifying class practices and policies to students and colleagues
  1. Based on an analysis of the curriculum’s characteristics guided by the propagation paradigm (Henderson et al., 2015)
  2. aThe types of support are examples, not an exhaustive list