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Tuesday, June 17 • 1:30pm - 4:30pm
PC.PM.03 -- Implementing Large-Scale Institutional Pedagogical Change

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Educational institutions thrive on stability; teaching norms, practices and beliefs are well established, as is the infrastructure that supports them. In this environment, pedagogical change, such as innovative instructional strategies or the inclusion of the rapidly evolving world of technology-enhanced learning, is often viewed as disruptive and is challenging to implement (Mehaffy, 2012).In the Faculty of Arts and Science at Queen’s University, a large-scale course redesign project, initiated in 2011, is transforming the student learning experience through high-enrolment introductory lecture courses being redesigned into blended models using evidence-based approaches (Garrison & Vaughn, 2008). Aimed at enhancing student engagement and improving student learning by focussing classroom time on active and collaborative learning and replacing some of the passive lecture components with online learning activities, the project currently involves 11 courses, in subjects from the sciences, social sciences, arts and humanities, and nearly 9,000 students. Data from a longitudinal research study comparing student engagement in the traditional and blended versions of each course indicate that academic and pedagogical goals are being met, and there is evidence that the project is positively influencing the institutional culture.The proposed pre-conference workshop will use this project as a case study to identify and examine the issues associated with the implementation of large-scale pedagogical change within a traditional institutional environment. An overview of the institutional context and of the project will be followed by two small-group discussion sessions in which participants will brainstorm solutions to specific challenges common to projects of this size and nature.The first set of discussion topics will deal with structural and operational issues relevant to large-scale institutional change. What are the key strategies? What kind of support is needed from units across the institution to implement pedagogical change? How does one measure cost-effectiveness and ensure that a project meets those standards? How can course design changes be sustained instead of reverting to the status quo? How do you measure success?The second set of discussion topics will turn to the institutional community and explore the challenges of buy-in from faculty members, students and institutional administrators. What incentives motivate faculty members? How does one manage student expectations? How can a project like this influence the learning culture at a traditional institution? For each topic, the issue will be presented to participants as a problematic scenario, with a series of questions to stimulate discussion and draw out a range of creative solutions. Following each of the two discussion sessions, individual groups will report back to the room and the workshop leader will respond to the emerging themes and strategies, as well as expand on solutions developed in the case study project.This workshop offers other traditional institutions considering similar large-scale projects invaluable insight into the mechanics and approaches to enable effective pedagogical transformation. Through small-group discussion focused on developing solutions to common institutional challenges, and through the sharing of knowledge and experience by colleagues representing different perspectives, participants will learn a range of specific strategies to employ when embarking on large-scale, transformational projects.
The workshop will be structured in the following way:
  • Presentation by workshop leader
  • Introduction of implementation issues related to structure and operations 30 mins
  • Facilitated break-out groups: institutional support, cost-effectiveness, sustainability, evaluation 20 mins
  • Report back by groups 30 mins
  • Response by workshop leader on themes & strategies 10 mins
  • Introduction of implementation issues related to people 10 mins
  • Facilitated break-out groups: buy-in from faculty members, students, administrators 20 mins
  • Report back by groups 30 mins
  • Response by workshop leader on themes & strategies 10 mins
  • Final comments by workshop leader 20 mins


Tuesday June 17, 2014 1:30pm - 4:30pm
A240 McArthur Hall

Attendees (1)