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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...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
American Society for Cell Biology
2016
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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 |
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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 |