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Facilitating Change inUndergraduate Science Instruction:
Making Progress by Improving Communicationbetween Administrators, EducationalResearchers, and Faculty Developers
 
Charles HendersonAndrea Beach Western Michigan UniversityMelissa Dancy Johnson C. Smith University
http://homepages.wmich.edu/~chenders/
 
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Abstract
Although decades of research have identified effective instructional practicesfor improving science instruction in colleges and universities, these practicesare not widely implemented. Scholars in several distinct fields are interestedin promoting these practices and have engaged in research on pedagogicalchange. We have systematically analyzed over 250 journal articles publishedsince 1995 related to instructional change to describe and critique changeefforts employed. Results suggest that approaches to change differ by fieldsin important ways and have implications for the success of the change effort.In this session, we will present an overview of the literature review andimplications for future practice. Participants will engage in discussions abouthow to combine the strengths of these different approaches towardspromoting change as well as how to work towards an interdisciplinaryresearch and practice agenda that can lead to improved communication andpractice related to promoting change in undergraduate science instruction.
 
 
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Overview
1.Introduction – What is the problem?2.Change Strategiesa)What are some change strategies?b)Categorizing change strategiesc)Change strategies found in a literature review3. Discussion
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