Examining the Role of Leadership in an Undergraduate Biology Institutional Reform Initiative
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2016
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Citation of Original Publication
Matz, R. L., & Jardeleza, S. E. (2016). Examining the Role of Leadership in an Undergraduate Biology Institutional Reform Initiative. CBE-Life Sciences Education, 15(4), ar57.
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Abstract
Undergraduate science, technology, engineering, and mathematics (STEM) education reform
continues to be a national priority. We studied a reform process in undergraduate
biology at a research-intensive university to explore what leadership issues arose in implementation
of the initiative when characterized with a descriptive case study method.
The data were drawn from transcripts of meetings that occurred over the first 2 years of
the reform process. Two literature-based models of change were used as lenses through
which to view the data. We find that easing the burden of an undergraduate education
reform initiative on faculty through articulating clear outcomes, developing shared vision
across stakeholders on how to achieve those outcomes, providing appropriate reward systems,
and ensuring faculty have ample opportunity to influence the initiative all appear to
increase the success of reform. The two literature-based models were assessed, and an
extended model of change is presented that moves from change in STEM instructional
strategies to STEM organizational change strategies. These lessons may be transferable to
other institutions engaging in education reform.