Cargando…

Examining the Role of Leadership in an Undergraduate Biology Institutional Reform Initiative

Undergraduate science, technology, engineering, and mathematics (STEM) education reform continues to be a national priority. We studied a reform process in undergraduate biology at a research-intensive university to explore what leadership issues arose in implementation of the initiative when charac...

Descripción completa

Detalles Bibliográficos
Autores principales: Matz, Rebecca L., Jardeleza, Sarah E.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: American Society for Cell Biology 2016
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5132354/
https://www.ncbi.nlm.nih.gov/pubmed/27856545
http://dx.doi.org/10.1187/cbe.15-10-0222
_version_ 1782471058567200768
author Matz, Rebecca L.
Jardeleza, Sarah E.
author_facet Matz, Rebecca L.
Jardeleza, Sarah E.
author_sort Matz, Rebecca L.
collection PubMed
description Undergraduate science, technology, engineering, and mathematics (STEM) education reform continues to be a national priority. We studied a reform process in undergraduate biology at a research-intensive university to explore what leadership issues arose in implementation of the initiative when characterized with a descriptive case study method. The data were drawn from transcripts of meetings that occurred over the first 2 years of the reform process. Two literature-based models of change were used as lenses through which to view the data. We find that easing the burden of an undergraduate education reform initiative on faculty through articulating clear outcomes, developing shared vision across stakeholders on how to achieve those outcomes, providing appropriate reward systems, and ensuring faculty have ample opportunity to influence the initiative all appear to increase the success of reform. The two literature-based models were assessed, and an extended model of change is presented that moves from change in STEM instructional strategies to STEM organizational change strategies. These lessons may be transferable to other institutions engaging in education reform.
format Online
Article
Text
id pubmed-5132354
institution National Center for Biotechnology Information
language English
publishDate 2016
publisher American Society for Cell Biology
record_format MEDLINE/PubMed
spelling pubmed-51323542016-12-06 Examining the Role of Leadership in an Undergraduate Biology Institutional Reform Initiative Matz, Rebecca L. Jardeleza, Sarah E. CBE Life Sci Educ Article Undergraduate science, technology, engineering, and mathematics (STEM) education reform continues to be a national priority. We studied a reform process in undergraduate biology at a research-intensive university to explore what leadership issues arose in implementation of the initiative when characterized with a descriptive case study method. The data were drawn from transcripts of meetings that occurred over the first 2 years of the reform process. Two literature-based models of change were used as lenses through which to view the data. We find that easing the burden of an undergraduate education reform initiative on faculty through articulating clear outcomes, developing shared vision across stakeholders on how to achieve those outcomes, providing appropriate reward systems, and ensuring faculty have ample opportunity to influence the initiative all appear to increase the success of reform. The two literature-based models were assessed, and an extended model of change is presented that moves from change in STEM instructional strategies to STEM organizational change strategies. These lessons may be transferable to other institutions engaging in education reform. American Society for Cell Biology 2016 /pmc/articles/PMC5132354/ /pubmed/27856545 http://dx.doi.org/10.1187/cbe.15-10-0222 Text en © 2016 R. L. Matz and S. E. Jardeleza. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0). “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society for Cell Biology.
spellingShingle Article
Matz, Rebecca L.
Jardeleza, Sarah E.
Examining the Role of Leadership in an Undergraduate Biology Institutional Reform Initiative
title Examining the Role of Leadership in an Undergraduate Biology Institutional Reform Initiative
title_full Examining the Role of Leadership in an Undergraduate Biology Institutional Reform Initiative
title_fullStr Examining the Role of Leadership in an Undergraduate Biology Institutional Reform Initiative
title_full_unstemmed Examining the Role of Leadership in an Undergraduate Biology Institutional Reform Initiative
title_short Examining the Role of Leadership in an Undergraduate Biology Institutional Reform Initiative
title_sort examining the role of leadership in an undergraduate biology institutional reform initiative
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5132354/
https://www.ncbi.nlm.nih.gov/pubmed/27856545
http://dx.doi.org/10.1187/cbe.15-10-0222
work_keys_str_mv AT matzrebeccal examiningtheroleofleadershipinanundergraduatebiologyinstitutionalreforminitiative
AT jardelezasarahe examiningtheroleofleadershipinanundergraduatebiologyinstitutionalreforminitiative