Evaluating STEM Faculty Perspectives in a Community of Practice Implementing Course Improvements for Systemic Departmental Change

This paper presents learnings from evaluating an initiative to enact systemic change in university STEM departments and develop a framework for instituting departmental-wide change. The initiative created a community of practice (CoP) to support faculty in implementing pedagogical changes, including course-based undergraduate research experiences (CUREs) and online courses. Faculty receive professional development on STEM reform leadership and understanding change theory. The evaluation was designed in collaboration with the principal investigators (PIs) and faculty and employs a participatory approach to examine faculty experiences and perceptions during the change process, how change theory is used to achieve departmental change, perceived barriers to CURE development, and strategies to overcome those barriers. Key components include a pre-survey to assess faculty attitudes and perceptions before participating in the CoP, and annual post-surveys and focus groups to assess the impacts of the program. This presentation will share insights to guide evaluations of other systemic change initiatives.

Lisa Garbrecht