Sean Gehrke

Implicit Theories of Change as a Barrier to Change on College Campuses: An Examination of STEM Reform

This study examines the role of implicit theories of change in inhibiting STEM reform and identifies a range of approaches to help change agents alter their implicit beliefs in order to develop more explicit theories of change. Through observations and interviews, we focus on the experience of reform teams on 11 campuses that were involved in a statewide STEM reform project. The findings provide empirical evidence that change agents’ views can serve as a barrier to implementation and success of changes, and we offer strategies for changing implicit views to garner greater success in change.

Sustaining Communities of Practice Focused on STEM Reform

ABSTRACT The purpose of this article is to describe the strategies that four undergraduate faculty science, technology, engineering, and mathematics reform communities of practice use to sustain themselves to scale up reforms in higher education. The study was informed by literature on communities of practice and analyzed data gathered through document analysis, interviews, and observations. The resulting sustainability model for these communities emphasizes the following features: (a) leadership development, distribution, and succession planning; (b) a viable financial model; (c) a professionalized staff; (d) feedback and advice mechanisms; (e) research and assessment; and (f) an articulated community strategy. Implications for future community development are discussed.

Faculty Composition in Four-Year Institutions: The Role of Pressures, Values, and Organizational Processes in Academic Decision-Making

This study broadens our understanding of conditions that shape faculty composition in higher education. We surveyed academic deans to evaluate their views on the professoriate, values, pressures, and practices pertaining to the use of non-tenure-track faculty (NTTF). We utilized OLS regression to test a model for decision-making related to faculty composition and the use of NTTF, which includes external pressures, values, and strategic organizational processes. Our findings reveal that higher education institutions are employing more NTTF than deans feel is best for meeting institutional needs. Pressures from the external environment are the most associated with this phenomenon, with ramifications for academic decision-making.

The Roles of STEM Faculty Communities of Practice in Institutional and Departmental Reform in Higher Education

This study examines how involvement in four cross-institutional STEM faculty communities of practice is associated with local departmental and institutional change for faculty members belonging to these communities. It is informed by the communities of practice and change in higher education literature and utilizes data gathered through a survey of community members (n = 2,503). The findings reveal engagement experiences and aspects of community design associated with departmental and institutional change related to STEM reform. These findings contribute to recommendations for designing future STEM reform initiatives.

Communities of Transformation: Creating Changes to Deeply Entrenched Issues

ABSTRACT The purpose of this article is to describe a new variation of communities of practice: communities of transformation. We define communities of transformation as communities that create and foster innovative spaces that envision a new future. This article is based on research examining four undergraduate STEM faculty communities of practice designed to engage faculty in STEM reform work. It is informed by the communities of practice, professional learning communities, and transformational learning literatures and analyzes data gathered through document analysis, interviews, and observations. We highlight three elements critical to these communities and suggest implications for future research and practice.

A Multi-Level Examination of the Relationship between Student-Centered Faculty Teaching Culture and Spiritual Development in College.

Abstract The purpose of this study is to examine the extent to which faculty culture pertaining to student-centered pedagogy, student–faculty interactions, and faculty goals of enhancing spirituality is associated with spirituality in college students. While individual interactions with faculty have been the focus of spirituality research in recent years, few have examined how exposure to institutional culture fostered by the faculty plays a role in students’ spiritual growth and development. We utilize hierarchical linear modeling to examine the role of faculty culture in spiritual development to fill this gap.