The Integrated First-Year Engineering Experience Lessons in Change Purdue University 5 April 2001...
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Transcript of The Integrated First-Year Engineering Experience Lessons in Change Purdue University 5 April 2001...
The Integrated First-Year Engineering Experience
Lessons in Change
Purdue University
5 April 2001
Dr. Karan L. Watson(in collaboration with Jeff Froyd)
Funded in part by the National Science Foundation through the Foundation Coalition
Presentation
• Case Study- TAMU’s Integrated First-year
• Ideas about change- How should we model the process of change
• Major components of the Change Model
• Discussion
Texas A&M University
TECHNOLOGY ENABLED ROOMS13 redesigned classrooms
CURRICULUM INTEGRATIONchanged first- and second-year engineering, math, physics and chemistry for all
students (6 coordinators)upper-division changes in CVEN, PETE, INEN, AERO, MEEN
TEAMING & ACTIVE LEARNINGfaculty workshops, student profiles, industry diversity training
Texas A&M University
ASSESSMENT & EVALUATIONNew professional staff, focus on faculty needs in course
revisions
INCLUSIVE LEARNING COMMUNITIESClusters- 70% first-year students & 25% second-year students, 94 faculty membersIndustry case studies with all first-year studentsGroup Study Workshops
Texas A&M University Performance Benefit: Grades & Standardized Tests
% Gain Greater Test than Traditional
0 5 10 2015
16%Standardized Critical Thinking15%Force Concept Inventory
10%Mechanics Baseline Test10%Calculus Concept Test
When compared to equivalent students in traditional engineering programs, after one year, students in the new curriculum perform better on standardized tests
and better in grades for follow on courses.
Texas A&M UniversityFOCUS ON UNDER-REPRESENTED GROUPS
Better retention
0%10%20%30%40%50%60%70%80%90%
100%
% R
eta
ine
d i
n E
ng
ine
eri
ng
TraditionalFC
TAMU Integrated First-Year Curriculum
Concerns Pilot section size
1994-95 Pilot: 50 students per section 1995-96 Pilot: 100 students per section
Dividing four hours of PHYS 218 (Mechanics) across two semesters was not a good idea. Students seemed to pay more attention to the MATH 151 course (a four-hour course). 1994-95 Pilot
PHYS218 (Mechanics) across two semesters
1995-96 Pilot: PHYS218 (Mechanics), Fall Semester (3 credits instead of 4) PHYS 208 (E&M), Spring Semester (3 credits instead of 4)
Overloading students Physics laboratories were done in-class using a “studio-like”
approach. $$$$$
Flexibility The availability of opportunities to students to “leave” the
integrated curriculum without major penalties. An intervention program was offered to students who were failing in some of the subjects [9] but the cost and energy required to run this program was also questioned.
The lack of participation by the pre-calculus, honor students, and students who placed out of courses in the integrated program.
Faculty and administrators were very concerned about the “platform independence” of the piloted program. Could only those “zealots” teach it?
How will engineering faculty be selected for participation? Chemical Engineering Department was concerned about
the one-semester chemistry course
TAMU Integrated First-Year Curriculum
Concerns
TAMU Integrated First-Year Curriculum
Visualization of Momentum 1999
1996
1997
1998NSF FundingFormed TeamInit. Planning Implementation
Excited TeamInitial Results
Excited Students
Larger pilotStable TeamPos. Results Chng Team
Little new
DecideForm Eval Tm.
New pilot Large TeamInitial Planning
Nothing’s WrongPersonalities
Poor Advising Interface
Nothing’s WrongPersonalities
Negative AnecdotesPoor Advising Interface
Nothing’s WrongPersonalities
Nothing’s NewPoor Teaming
Negative Anecdotes
Workshops to Address FearsPersonalities
Emphasizing Values
1994
1993 1995
NSF FundingNothing’s Wrong
Personalities
Mom. To ChangeRes. To Change
Number of Entering Freshmen in Block Type
0
400
800
1200
1600
2000
1994 1995 1996 1997 1998
Pre-Calc
AP Calc
Honors
No Phys Int
No Engl Int
Int Precalc
Full Int Calc
Total Number of Incoming Students to First-Year Courses/Year
TAMU Integrated First-Year Curriculum
Numerous Integrated Models to Serve Students
1570 1520 1480 1420
2060
Calc 2, Phys 2, Engr 2, Chem ( 300 )
Calc 2, Phys 2, Engr 2( 200 )
Calc 2, Engr 2, Chem( 300 )
Independent Courses( 300 )
Clusters areoffered to
students at eachlevel.
PRECALC
CALCULUS 1
BEYONDCALCULUS
1
500
1000
300
Independent Courses( 200 )
Precalc, Chem, Engr 0( 300 )
Calc 1, Phys 1, Engr 1, Engl 1 ( 100 )
Calc 1, Phys 1, Engr 1( 600 )
Calc 1, Engr 1 ( 150 )
Independent Courses( 150 )
Calc 2, Engr 1( 50 )
Independent Courses( 250 )
Numerous Integrated Models to Serve Students
Lessons from Foundation Coalition Curriculum Change Experiences
• Focus on faculty behavior, not the curriculum or technology.
• People outside the pilot groups need to be engaged from the beginning.
• Assessment data is necessary but not sufficient.
• Successful change requires energy and time.
• Don’t become surprised or defensive when resistance appears.
• Persevere through turmoil.
• Zealous change champions cannot institutionalize the change by themselves.
• Articulate an explicit process for the change.
• Anxiety 1: Fear of learning something new; fear
of changing, based on fear of the unknown.
• Anxiety 2: Fear that if I don’t change and learn
how to learn, things will go badly for me.
• Proposition 1 About Learning
Anxiety 2 must be greater than Anxiety 1.
Change - What is it?
Reasons to Change
Schein, Edgar H., Organizational and Managerial Culture
• Change occurs in stages
• If you want to facilitate change, then you need to facilitate movement from one stage to the next. Don’t expect a person to change all at once.
• Different people understand different things about change
Change - What is it?
Change: Ignorance to Action
Ignorance
Awareness
Interest
Decision
Commitment
Action
Passive Information Gathering
Active Information Gathering
Change: Ignorance to Action
Betrayal
Denial
Crisis
Search for Solution
Energy for the Job
Time
Individual’s Approach to Change
Search forSolutions
IdentityCrisis
Denial
Betrayal TIME
Group’s Approach to Change
Nature of Change Nature of Resistance
Organizational Culture
Leadership Change Dynamics
Concepts in Organizational Change
• Who has to change?– Behavior– Attitude– Belief– Value
• What is the timeline for change?
• What are the available resources to fuel change?
Nature of Change
“... we use the term “profound change” to describe organizational change that combines shifts in people’s values, aspirations, and behaviors with “other” shifts to processes, strategies, practices, and systems.... In profound change there is learning. The organization doesn’t just do something new, it builds its capacity for doing things in a new way--indeed, it builds capacity for ongoing change.... It is not enough to change strategies, structures, and systems, unless the thinking that produced those strategies, structures, and systems also changes.”
Senge, Peter, et. al., The Dance of Change
Nature of ChangeProfound Change
• Adaptive Learning (Senge) / Single-Loop Learning (Argyris)
– learning that increases the probability of survival, i.e., coping or survival learning
– focus: solution to a problem
– e.g., passing a test, problem solving, engineering design
• Generative Learning (Senge) / Double-Loop Learning (Argyris)– meta-level: learning that enhances my ability to create
– recursive: improving personal algorithms, models, processes
– focus: increased personal capacity
– e.g., reflection, learning to learn, learning to improveSenge, Peter, The Fifth Discipline
Argyris, Chris, “Teaching Smart People to Learn,” Harvard Business Review
Nature of ChangeAdaptive Learning vs. Generative Learning
• Resistance isn't an indication that something is wrong with what you are trying to change. It is an indication that something is happening. It is a good sign! If you treat everything you see as resistance, you can be wrong. It may be a lack of understanding of what you are doing as opposed to not liking what you are doing. The remedies for each are quite different. You will learn many important things from resistance, which will make your implementation planning go a lot smoother.
James Hunthttp://www.top7business.com/archives/management/20000208.html
Jim Hunt, Principal
James W. Hunt & Associates
The "Change II" Management Consulting Firm
Web address: www.jameswhunt.com
Resistance
• Resistance is inevitable, not bad– People are at different stages in changing
– People move from stage to stage at different rates
– People move from stage to stage in response to different stimuli
– Resistance is similar to turbulence
• Ignorance facilitates resistance; resistance facilitates ignorance• Responses to resistance
– Dismissal: “You’re an idiot.”
– Bulldozer: “You just don’t understand and I will try again to convince you of the correctness of my approach.”
– Let’s talk: “What you say has merit. Let me understand your concerns and let’s review how an alternate proposal might address your concerns.”
– Anticipate: Don’t be placed in a position of selling a curriculum proposal; instead position yourself as responding to a felt need
Resistance
How to Recognize Resistance• Confusion
• Immediate Criticism
• Denial
• Malicious Compliance
• Sabotage
• Easy Agreement
• Deflection (changing the subject)
• Silence
• In-Your-Face CriticismMaurer, Rick, Beyond the Wall of Resistance, Austin, Texas: Bard Press, 1996, chapter 2
Resistance
• Level 1: The Idea Itself (primarily intellectual)– Communicating the Idea
-- Relative Advantage -- Simplicity
-- Compatibility -- Easy to Test
– Involvement
• Level 2: Deeper Issues (primarily emotional)– Listen for and address: Distrust, Bureaucratic Culture, Punishments
and Rewards, Loss of Respect and Face, Fear of Isolation, Events in the World
• Level 3: Deeply Embedded (viewed as enemy)
– Pay attention and attend to issues around
--Historic Animosity -- Conflicting Values and Vision
Maurer, Rick, Beyond the Wall of Resistance, Austin, Texas: Bard Press, 1996, chapter 8
How Intense is the Resistance
What is your contribution to resistance?
• “Everyone thinks of changing the world, but no one thinks of changing himself”
Tolstoy
• “We have met the enemy, and he is us”
Pogo
• “We must become the change we wish to see in the world.”
Gandhi
Response to Resistance
Touchstones in responding to resistance• TOUCHSTONE NO. 1: Maintain clear focus
– Keep both long and short view– Persevere
• TOUCHSTONE NO. 2: Embrace resistance• TOUCHSTONE NO. 3: Respect those who resist
– Struggle for respect– Respect vs. trust– Listen with interest– Tell the truth
• TOUCHSTONE NO. 4: Relax– Stay calm to stay engaged– Know their intentions
• TOUCHSTONE NO. 5: Join with the Resistance– Begin together– Change the game– Find themes and possibilities
Maurer, Rick, Beyond the Wall of Resistance, Austin, Texas: Bard Press, 1996, chapter 5
Response to Resistance
Change and Resistance
Commitment to Change
New Learning
Concerns, e.g.,• Fear
• Negative Assessment
• Zealot Arrogance
Positive Impact
Negative Impact
Possibly Improved Results
What is it?
Culture
“Culture eats change
for breakfast”James Hunt
http://www.top7business.com/archives/management/20000208.htmlJim Hunt, Principal
James W. Hunt & Associates
The "Change II" Management Consulting Firm
Web address: www.jameswhunt.com
What is it?
Culture• Culture is the collection of lessons (which become
unwritten assumptions) that a group has learned that have become applied so often that members of the group no longer question their correctness or even acknowledge their existence. “It just the way we do things here.” Frequently, these lessons were learned during the early history of the group and were often generated or espoused by its founder.– because it happened this way, it did not happen another way
– because it was successful, it must have been the right way to do it
• These lessons are communicated explicitly or implicitly to new members of the group.
What is it?
Levels of Culture
• Artifacts– visible organizational structures and process
– easy to observe, difficult to decipher, ambiguous
• Espoused values, rules, behavioral norms– strategies, goals, espoused rationalizations
– articulated reasons for actions, (theories of action, Argyris)
• Basic underlying assumptions– unconscious, taken-for-granted beliefs
– theories-in-use (Argyris)Edgar Schein, Organizational Culture and Leadership, second edition
What is it?
Changing Culture• “You cannot create a new culture. You can
immerse yourself in studying a culture ... Until you understand it. Then you can propose new values, introduce new ways of doing things, and articulate new governing ideas. Over time, these actions will set the stage for new behavior. If people who adopt the new behavior feel that it helps them ... The organizational culture may embody a different set of assumptions, and a different way of looking at things ...”
Edgar Schein, in Senge, Peter, The Dance of Change
• “Leadership takes place every day. It cannot be the responsibility of the few, a rare event, or a once-in-a-lifetime opportunity.”
Heifetz, Ronald and Donald Laurie, “The Work of Leadership,” Harvard
Business Review, Jan-Feb 1997
• Leadership is too important to be left in the hands of the few people near the top of the organizational hierarchy.
Leadership
• Inner drive/energy: necessary to initiate and sustain leadership of change over extended periods of time.
• Intellectual capacity: necessary to listen to input from diverse sources and synthesize vision and strategy
• Integrity: necessary to synthesize vision and strategy that benefits the organization first and the individual second
• Mental/emotion health: necessary for self-confidence and interpersonal skills
Kotter, John P., A Force for Change: How Leadership Differs From Management, New York: The Free Press, 1990
Attributes of Effective Leaders
• Change is hard work.
• Leadership begins with values
• Intellectual leads physical
• Real changes takes real change
• Leadership is a team sport
• Expect to be surprised
• Today competes with tomorrow
• Better is better
• Focus on the future
• Learning from doing
• Grow people
• Reflect
Sullivan and Harper, Hope is not a Method
Leadership for Change
• “Get on the balcony”, get perspective
• Identify the adaptive challenge
• Regulate distress: not too high, not too low
• Maintain disciplined attention
• Give the work back to people
• Protect voices of leadership from below
Heifetz, Ronald and Donald Laurie, “The Work of Leadership,” Harvard Business Review, Jan-Feb 1997
Leadership for Change
Dynamics of Change Process
• Unfreeze the system– Is the organization ready– Have you addressed concerns to get started
• Institute a change– Recognize nature of change, resistance, culture– Target who will change and how to diffuse
• Stabilize (refreeze) the system
Drone Zone
Change Dynamics
Change Ready Zone
Challenge
ResourcesCompetencies, Time, Reserves
Change ReadyZonePanic
Zone
Kriegel & Brandt“Sacred Cows Make the Best Burgers”
Skill level req’d.,
Speed of change,Effort to
learn
Change Dynamics
Challenges of Initiating• “We don’t have time!”
– Challenge: control over personal time
• “We have no help!”– Challenge: inadequate coaching, guidance, and support
• “This stuff isn’t relevant!” “Why?”– Challenge: relevance
• “They’re not walking the talk!”– Challenge: management clarity and consistency
Senge, Peter, The Dance of Change
Change Dynamics
Challenges of Sustaining Transformation
• “This stuff is ____!”– Challenge: fear and anxiety
• “This stuff isn’t working!”– Challenge: negative assessment of progress
• “We have the right way!” / “They don’t understand us!”– Challenge: isolation and arrogance, true believers
and non-believersSenge, Peter, The Dance of Change
Change Dynamics
Challenges of Redesigning and Rethinking
• “Who’s in charge of this stuff?”– Challenge: prevailing governance structure
• “We keep reinventing the wheel!”– Challenge: diffusion, inability to transfer knowledge
• “Where are we going?”– Challenge: organization strategy and purpose
Senge, Peter, The Dance of Change
Late Majority
34%
Laggards 16%
Early Majority
34%
Early Adopters
13%
Innovators3%
Change Dynamics
Type and Distribution of Adopters
Rogers, Everett M., Diffusion of Innovations, fourth edition
Change Dynamics
Diffusion of Innovation: Patterns• Innovators
– Venturesomeness; more cosmopolite social relationships; innovators play gatekeeping role in the flow of new ideas into a system
• Early adopters
– More integrated into local system than innovators; innovators are cosmopolites, early adopters are localites; greatest degree of opinion leadership
• Early majority
– Interact frequently with peers; seldom hold positions of opinion leadership; unique position makes them an important link in the diffusion process; may deliberate for some time before completely adopting a new idea
• Late majority
– Adoption may be result of increasing network peer pressure; weight of system norms must definitely favor an innovation to help convince late majority
• Laggards
– Most local outlook; many are near isolates; point of reference for the laggard is the past; decisions often based on what has been done previously
Willingness to Commit to Change
Investment in Change Initiative
New Learning
Change Dynamics
Change Reinforcing Processes
Possibly Improved Results
• Personal Results
• Organizational Results
Growing Network of Colleagues