#Case studies on school transformation professional#

We place this case study in the context of the “Idea Flow” concept articulated and curated by Leith Sharp (2019), Director of Executive Education for Sustainability Leadership, Center for Health and the Global Environment at the Harvard Chan School of Public Health.

In this article, we will share the development of the RISE Learning Institute as a case study in institutional transformation at a community college. Community colleges therefore need to not only develop innovative practices that allow students to succeed but also scale up those innovations to have the greatest impact. In the 21st century, a significant number (39%) of all undergraduates start their education at community colleges, and the percentage is even higher for groups historically underserved in higher education (Ginder et al., 2017). Gita Bangera, Cheryl Vermilyea, Michael Reese, and Irene Shaver

Transforming Institutions: Accelerating Systemic Change in Higher EducationĦ On the RISE: A Case Study of Institutional Transformation Using Idea Flow as a Change Theory

#Case studies on school transformation professional#

1. Driving Change: Using the CACAO Framework in an Institutional Change ProjectĢ. The Characteristics of Dissemination Success (CODS) Model as a Framework for Changing the Culture of Teaching and Learningģ. Bringing an Asset-Based Community Development (ABCD) Framework to University Change WorkĤ. Scaffolding Research into Undergraduate STEM Curricula and Cultures: An Emerging Model for Systemic Changeĥ. Developing the Departmental Action Team Theory of ChangeĦ. On the RISE: A Case Study of Institutional Transformation Using Idea Flow as a Change Theoryħ. An Exploratory Study of What Different Theories Can Tell Us about ChangeĨ. Using Data on Student Values and Experiences to Engage Faculty Members in Discussions on Improving Teachingĩ. Using a Systems Approach to Change: Examining the AAU Undergraduate STEM Education Initiativeġ0. Research Coordination Networks to Promote Cross-Institutional Change: A Case Study of Graduate Student Teaching Professional Developmentġ1. Learning Together: Four Institutions’ Collective Approach to Building Sustained Inclusive Excellence Programs in STEMġ2. Cultivating Strategic Partnerships to Transform STEM Educationġ3. Transforming Teaching Evaluation in Disciplines: A Model and Case Study of Departmental Changeġ4. A Department-Level Cultural Change Project: Transforming the Evaluation of Teachingġ5. Moving toward Greater Equity and Inclusion in STEM through Pedagogical Partnershipġ7. Making Teaching Matter More: REFLECT at the University of Portlandġ8. Discipline-Based Teaching Development Groups: The SIMPLE Framework for Change from withinġ9. Leveraging Organizational Structure and Culture to Catalyze Pedagogical Change in Higher EducationĢ0. Transforming the teaching of thousands: Promoting evidence-based practices at scaleĢ1. Practical Advice for Partnering with and Coaching Faculty as an Embedded Educational ExpertĢ2. Variations on Embedded Expert Models: Implementing Change Initiatives that Support Departments from within