Open Access7: EFFECTING CHANGE IN LIMITED‐CONTROL CLASSROOM ENVIRONMENTS
Author(s) -
Boye Allison P.
Publication year - 2011
Publication title -
to improve the academy
Language(s) - English
Resource type - Journals
ISSN - 2334-4822
DOI - 10.1002/j.2334-4822.2011.tb00650.x
Subject(s) - dilemma , control (management) , curriculum , psychology , face (sociological concept) , qualitative research , medical education , mathematics education , pedagogy , computer science , sociology , medicine , philosophy , social science , epistemology , artificial intelligence
Many instructors face the dilemma of possessing little control over their own curriculum or even their own pedagogy. This chapter examines three instructors who were teaching the same course over several years, facing the same problematic issues beyond their control, and describes the role of faculty developers in helping effect practical change for those instructors and for the course. The findings of this study, using longitudinal data derived from student evaluations and qualitative responses from instructor interviews, suggest that faculty developers can help instructors realize change on an individual level as well as at the department and big‐picture levels.