Supporting Change in Entrepreneurship Education: Creating a Faculty Development Program Grounded in Results from a Literature Review
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| Publicat a: | Association for Engineering Education - Engineering Library Division Papers (Jun 15, 2014), p. 24.1144.1 |
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American Society for Engineering Education-ASEE
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| Resum: | Supporting Change in Entrepreneurship Education: Creating a Faculty Development Program Grounded in Results from a Literature ReviewEpicenter, an NSF-funded STEP Center, is creating a team-based program to supportinstitutional change and faculty development, the Pathways to Innovation Program, with the goalof integrating entrepreneurship and innovation education into formal and informal engineeringcurriculums in higher education. To guide the design and implementation of the facultydevelopment program, a literature review was conducted during June-August 2013 to identifyeffective models and promising practices from the complementary topic areas of facultydevelopment and change in higher education. During the review and selection process, relevantarticles were expected to address the following parameters:1. Scale: the faculty development program should be regional or national;2. Topic: the program should support engineering faculty in adopting or adapting curricula;3. Context: engineering faculty should integrate entrepreneurship and innovation curricula;4. Sustainability: successful changes would be institutionalized at all levels;5. Evaluation: faculty development programs would demonstrate changed attitudes, knowledge, and practices in engineering faculty and students.Although articles that definitively addressed all of these parameters were not found, we wereable to identify articles that reported promising practices or models around Scale, Context, and tosome extent, Evaluation. We synthesized these results into findings about the components ofeffective faculty development and change programs.Components of Meaningful Faculty Development Programs:• The combination of duration, experiential learning opportunities, and peer interaction are factors that contribute to meaningful faculty development programs.• The content and activity of faculty development programs should be constructed around a learning theory and principles of instructional design.• Evaluation, beyond satisfaction, is not conducted programmatically in faculty development programs; but it should be incorporated into every stage of a faculty development program, including pre-planning activities.Components of Fostering Change in Higher Education• Curriculum change must be viewed systemically. It is not merely a matter of ‘adding-on’ or ‘adding-in’ missing or new curriculum components.• Theories of change must guide the work of making change in order to evaluate the success of particular approaches or the impact of the change effort.• External facilitators are essential to managing group change processes and to creating a less stressful learning environment when faculty members begin to question their approaches.Our paper will present detailed results about promising faculty development models andinstitutional and curricular change management processes. It will discuss implications of thefindings and recommendations for the design of the Pathways to Innovation Program. And it willreport on the progress of the program launch (planned for Spring 2014) and integration intoentrepreneurship and innovation curriculums at participating institutions of higher education. |
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