A Community of Grassroots Leaders: Leveraging Faculty Networks to Create Change

Autor/inn/en	Bulancea, Gabriela; Granfield, Patricia; Jauchen, Joanna; Love, Jack; Nelson, Mary; Sachs, Robert; Sausville, Catherine
Titel	A Community of Grassroots Leaders: Leveraging Faculty Networks to Create Change
Quelle	In: PRIMUS, 31 (2021) 3-5, S.627-642 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2021.1882016
Schlagwörter	Mathematics Instruction; College Mathematics; Active Learning; Calculus; Educational Change; College Faculty; Networks; Teacher Role; Change Strategies; Activism; Teacher Collaboration; Communities of Practice; Program Development; Workshops; Grants; Virginia + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Aktives Lernen; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Bildungsreform; Fakultät; Lehrerrolle; Lösungsstrategie; Aktivismus; Politischer Protest; Lehrerkooperation; Community; Programmplanung; Lernwerkstatt; Schulung; Grant; Finanzielle Beihilfe
Abstract	Our department is in the early stages of a multi-year effort to nurture a culture that values active learning. We focus on the change process, including specific, pragmatic ideas from the literature on grassroots leadership and systemic change. We briefly review Wenger's work on cultivating communities of practice and use Wenger's evaluation of communities to substantiate the value of our community at present. This lens sheds light on the progress made so far and documents the early value small communities of practice can generate during initiatives to diffuse active learning more broadly to their departments. Connecting the narrative of our efforts to literature allows other departments to think about navigating power dynamics and cultivating change on their own campuses. The literature helps to structure the narrative and provides research-based guidance for others. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01