Sustaining Innovation in Engineering Education through Faculty Communities

The TRIPLE Change Framework: Merging Theories of Intersectional Power, Learning, and Change to Enable Just, Equitable, Diverse, and Inclusive Engineering Education

“…To consider how variants within each domain might (mis)align, we include several contrasting theories within the domains of change and learning to illustrate how the TRIPLE Change framework is essential to DEIJ efforts. For change theories, we selected diffusion of innovations (DoI, Rogers, 2003) and communities of practice (CoP, Wenger, 1998;Wenger et al, 2002) based on their popularity and evidence that engineering education researchers, including teams in the NSF RED program, cite these in their accounts of change (Berger et al, 2018;Davis, Chen, et al, 2021;Herman et al, 2016;Sheppard et al, 2018). For learning theories, we selected distributed practice (also referred to as the spacing effect, Cepeda et al, 2006;Dempster, 1988) and legitimate peripheral practice (LPP, Lave & Wenger, 1991).…”