I Want to Try That Too! Development of a Conceptual Framework for Interventions that Encourage Pedagogical Risk-Taking Among Faculty

Abstract

the identity development of engineering students, the role of emotion in student learning, and improving the culture for engineering students and faculty, especially those from underrepresented groups. She has methodological expertise in qualitative research methods with a focus on narrative research methods. She is interested in curricular design and has developed design spines for environmental and mechanical engineering programs, and recently helped design the engineering education systems and design PhD program at ASU. She teaches design courses, engineering science courses, and graduate courses focused on qualitative research methods.

An Additive Innovation-Based Faculty Development Program: Methods for Case Study Research

“…The Pedagogical Ninjas program was designed to combine faculty development around pedagogical risk-taking with the dissemination of ideas through an additive innovation cycle [4]. Inspiration for the program came from previous efforts to create and sustain faculty-led learning communities [5], that are willing to take risks [4] in pedagogical transformation [6,7,8].…”

“…The Pedagogical Ninjas program was designed to combine faculty development around pedagogical risk-taking with the dissemination of ideas through an additive innovation cycle [4]. Inspiration for the program came from previous efforts to create and sustain faculty-led learning communities [5], that are willing to take risks [4] in pedagogical transformation [6,7,8]. An additive innovation cycle ( Figure 1) is a community-driven process wherein participants engage each other in the following four steps: (1) becoming inspired by the local community and instructor peers, (2) sharing and learning about pedagogical ideas and artifacts, (3) iterating on one's own pedagogical ideas and artifacts, and (4) sharing their pedagogical innovations back to the community.…”

“…The semester-long faculty development program engaged faculty in activities centered around the additive innovation framework, with an embedded research goal of understanding the outcomes of faculty participation in such a program [3]. The program was developed as part of a research project that is funded by the National Science Foundation "Revolutionizing Engineering and Computer Science Departments" (RED) program [4] at Arizona State University (ASU). The RED project at ASU, entitled, "Instigating a Revolution of Additive Innovation: An Education Ecosystem of Making and Risk Taking" (EEC-1519339), is answering the call for revolution by empowering faculty to realize a mindset of pedagogical risk-taking and additive innovation in their classrooms [4].…”

Board 1: In the Business of Innovation: Development of a Canvas Tool to Promote and Sustain Pedagogical Risk Taking by Faculty

“…The local RED project has pursued a multi-pronged approach [10] grounded in theory [11] toward achieving the following three outcomes:…”

“…The intervention and subsequent study are described in the sections below. Previous publications have detailed the larger research project and goals more holistically [11][12][13][14].…”