An Instructional-Workforce Framework for Coordinated Change in Undergraduate Education

Autor/inn/en	Lee, Mark; Horii, Cassandra Volpe; Austin, Ann E.; Avery, Leanne; DeSanctis, Marielena; Finkelstein, Noah; Miller, Emily; Schaal, Barbara
Titel	An Instructional-Workforce Framework for Coordinated Change in Undergraduate Education
Quelle	In: Change: The Magazine of Higher Learning, 55 (2023) 1, S.54-63 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Mark) ORCID (Horii, Cassandra Volpe) ORCID (Austin, Ann E.) ORCID (Avery, Leanne) ORCID (Finkelstein, Noah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-1383
DOI	10.1080/00091383.2023.2151809
Schlagwörter	Educational Change; Undergraduate Study; College Faculty; Teacher Effectiveness; Faculty Development; Teacher Role; Governance; Teacher Evaluation; Rewards + Suchen Sie Ihr Suchwort? Bildungsreform; Grundstudium; Fakultät; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerrolle; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Teacher appraisal; Lehrerbeurteilung; Reward; Belohnung
Abstract	Effective, inclusive, equitable, and evidence-based teaching is widely recognized as a crucial part of higher education change efforts with direct implications for student success and belonging, particularly at the undergraduate level where coursework plays a large role. It is also essential that faculty enact effective curriculum design and policies that lead to student persistence and completion. The authors propose an instructional-workforce framework that aligns and links three levers, key facets of organizations that, when applied appropriately, propel changes: the professional development leading to and throughout instructors' careers, their roles in academic governance, and the evaluation and reward systems related to their work. This framework provides guidance for change agents and initiatives in departments, schools, institutions, and disciplinary and other organizations, as well as for funding agencies, on how to engage with, support, and seek to improve conditions and practices for and with those who teach undergraduates. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01