Table 2 Comparison of the chance processes identified in this work compared to those identified by Henderson et al. (2011)
Category | Category label and change processes of original four categories of change model | Category label and change processes identified in this work |
|---|---|---|
I | Disseminating: curriculum and pedagogy Tell/teach individuals about new teaching conceptions and/or practices and encourage their use | Encouraging: adoption and support Provide opportunities for individual faculty to engage with professional development and resources around EBIPs; engage individuals with positional power to increase their involvement and investment |
II | Developing: reflective teachers Encourage/support individuals to develop new teaching conceptions and/or practices | Fostering: connections and community Provide shared space for instructors to explore and enact EBIP practices, through instructor-driven sharing and collaboration |
III | Enacting: policy Prescribe new environmental features that require/encourage new teaching conceptions and/or practices | Institutionalizing: policies and structures Work to make a long-term impact on the use of EBIPs in the instructional environment through policy, human resources, and physical space changes |
IV | Developing: shared vision Empower/support stakeholders to collectively develop new environmental features that encourage new teaching conceptions and/or practices | Facilitating: meaning-making Facilitate and engage in meaning-making related to EBIP use at the institutional and supra-institutional levels |