{"title":"改进大规模课程重新设计的实施:平衡 \"忠实 \"与 \"代理 \"的创新方法","authors":"Derek Thurber, Amy Markos, Lydia Ross, Quincy Conley, Jill Wendt","doi":"10.1007/s10755-024-09736-2","DOIUrl":null,"url":null,"abstract":"<p>This study aimed to improve the implementation of a redesign of teacher preparation programs at a large public university in the United States. This complex redesign impacted over 150 courses across 27 programs, involving over 200 faculty and 2,500 students annually. Implementing the redesign posed significant challenges for supporting fidelity and agency across all faculty involved, including many part-time faculty and new hires. We aimed to improve implementation by improving the faculty’s knowledge, confidence, and perceived usefulness of implementation fidelity practices. To do so, we developed two interventions: a series of individualized course fact sheets and an online orientation module. To study the effects of these interventions, we used a convergent mixed methods approach. Results showed that those faculty who used the new course fact sheets had significant increases in their knowledge and confidence of implementation fidelity practices and significant increases in their sense of teaching agency. The results also showed more positive outcomes for those using the fact sheets than those who participated in an orientation module. This study has important implications for faculty and administrators in higher education, demonstrating the potential of course fact sheets as an innovative, scalable solution to improve the implementation of large-scale redesigns.</p>","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":null,"pages":null},"PeriodicalIF":2.2000,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Improving Implementation of a Large-Scale Curriculum Redesign: An Innovative Approach to Balancing Fidelity and Agency\",\"authors\":\"Derek Thurber, Amy Markos, Lydia Ross, Quincy Conley, Jill Wendt\",\"doi\":\"10.1007/s10755-024-09736-2\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>This study aimed to improve the implementation of a redesign of teacher preparation programs at a large public university in the United States. This complex redesign impacted over 150 courses across 27 programs, involving over 200 faculty and 2,500 students annually. Implementing the redesign posed significant challenges for supporting fidelity and agency across all faculty involved, including many part-time faculty and new hires. We aimed to improve implementation by improving the faculty’s knowledge, confidence, and perceived usefulness of implementation fidelity practices. To do so, we developed two interventions: a series of individualized course fact sheets and an online orientation module. To study the effects of these interventions, we used a convergent mixed methods approach. Results showed that those faculty who used the new course fact sheets had significant increases in their knowledge and confidence of implementation fidelity practices and significant increases in their sense of teaching agency. The results also showed more positive outcomes for those using the fact sheets than those who participated in an orientation module. This study has important implications for faculty and administrators in higher education, demonstrating the potential of course fact sheets as an innovative, scalable solution to improve the implementation of large-scale redesigns.</p>\",\"PeriodicalId\":47065,\"journal\":{\"name\":\"Innovative Higher Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.2000,\"publicationDate\":\"2024-09-06\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Innovative Higher Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1007/s10755-024-09736-2\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Innovative Higher Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s10755-024-09736-2","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Improving Implementation of a Large-Scale Curriculum Redesign: An Innovative Approach to Balancing Fidelity and Agency
This study aimed to improve the implementation of a redesign of teacher preparation programs at a large public university in the United States. This complex redesign impacted over 150 courses across 27 programs, involving over 200 faculty and 2,500 students annually. Implementing the redesign posed significant challenges for supporting fidelity and agency across all faculty involved, including many part-time faculty and new hires. We aimed to improve implementation by improving the faculty’s knowledge, confidence, and perceived usefulness of implementation fidelity practices. To do so, we developed two interventions: a series of individualized course fact sheets and an online orientation module. To study the effects of these interventions, we used a convergent mixed methods approach. Results showed that those faculty who used the new course fact sheets had significant increases in their knowledge and confidence of implementation fidelity practices and significant increases in their sense of teaching agency. The results also showed more positive outcomes for those using the fact sheets than those who participated in an orientation module. This study has important implications for faculty and administrators in higher education, demonstrating the potential of course fact sheets as an innovative, scalable solution to improve the implementation of large-scale redesigns.
期刊介绍:
Innovative Higher Education is a refereed scholarly journal that strives to package fresh ideas in higher education in a straightforward and readable fashion. The four main purposes of Innovative Higher Education are: (1) to present descriptions and evaluations of current innovations and provocative new ideas with relevance for action beyond the immediate context in higher education; (2) to focus on the effect of such innovations on teaching and students; (3) to be open to diverse forms of scholarship and research methods by maintaining flexibility in the selection of topics deemed appropriate for the journal; and (4) to strike a balance between practice and theory by presenting manuscripts in a readable and scholarly manner to both faculty and administrators in the academic community.