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

International Journal of STEM Education

Table 1 Types of support Next Gen PET adopters may need

Characteristic of the curriculum	Type of implementation support^a
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

Based on an analysis of the curriculum’s characteristics guided by the propagation paradigm (Henderson et al., 2015)
^aThe types of support are examples, not an exhaustive list