Using personas and the ADKAR framework to evaluate a network designed to facilitate sustained change toward active learning in the undergraduate classroom
Abstract One promising practice for increasing active learning in undergraduate science education is the use of a mentoring network. The Promoting Active Learning and Mentoring (PALM) Network was launched with practitioners from several professional societies and disciplines to make changes in their...
| Main Authors: | , , , , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Springer
2022-12-01
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| Series: | Discover Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1007/s44217-022-00023-w |
| _version_ | 1797973504362020864 |
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| author | Amy J. Prunuske Heather J. Evans-Anderson Katherine L. Furniss Carlos C. Goller Jaime E. Mirowsky Michael E. Moore Samiksha A. Raut Uma Swamy Sue Wick Michael J. Wolyniak |
| author_facet | Amy J. Prunuske Heather J. Evans-Anderson Katherine L. Furniss Carlos C. Goller Jaime E. Mirowsky Michael E. Moore Samiksha A. Raut Uma Swamy Sue Wick Michael J. Wolyniak |
| author_sort | Amy J. Prunuske |
| collection | DOAJ |
| description | Abstract One promising practice for increasing active learning in undergraduate science education is the use of a mentoring network. The Promoting Active Learning and Mentoring (PALM) Network was launched with practitioners from several professional societies and disciplines to make changes in their teaching based on evidence-based practices and to encourage the members to reflect deeply on their teaching experiences. Members of the Network interviewed seven previous Fellows, 1 to 6 years after completing their fellowship, to better understand the value of the Network and how these interactions impacted their ability to sustain change toward more active teaching practices. The interviews resulted in the creation of three personas that reflect the kinds of educators who engaged with the Network: Neil the Novice, Issa the Isolated, and Etta the Expert. Key themes emerged from the interviews about how interactions with the PALM Network sustained change toward evidence-based teaching practices allowing the members to readily adapt to the online learning environment during the COVID-19 pandemic. Understanding how the personas intersect with the ADKAR model contributes to a better understanding of how mentoring networks facilitate transformative change toward active learning and can inform additional professional development programs. |
| first_indexed | 2024-04-11T04:04:54Z |
| format | Article |
| id | doaj.art-2d22d923cddb483093dd6291f08f3d46 |
| institution | Directory Open Access Journal |
| issn | 2731-5525 |
| language | English |
| last_indexed | 2024-04-11T04:04:54Z |
| publishDate | 2022-12-01 |
| publisher | Springer |
| record_format | Article |
| series | Discover Education |
| spelling | doaj.art-2d22d923cddb483093dd6291f08f3d462023-01-01T12:25:34ZengSpringerDiscover Education2731-55252022-12-011111110.1007/s44217-022-00023-wUsing personas and the ADKAR framework to evaluate a network designed to facilitate sustained change toward active learning in the undergraduate classroomAmy J. Prunuske0Heather J. Evans-Anderson1Katherine L. Furniss2Carlos C. Goller3Jaime E. Mirowsky4Michael E. Moore5Samiksha A. Raut6Uma Swamy7Sue Wick8Michael J. Wolyniak9Department of Microbiology and Immunology, Medical College of Wisconsin-Central WisconsinDepartment of Health Sciences, Stetson UniversityDepartment of Biology Teaching and Learning and Biotechnology Institute, University of Minnesota–Twin CitiesDepartment of Biological Sciences, North Carolina State UniversityDepartment of Chemistry, State University of New York College of Environmental Science and ForestrySTEM Education Center, University of Arkansas at Little RockDepartment of Biology, University of Alabama at BirminghamDepartment of Chemistry and Biochemistry, Florida International UniversityDepartment of Biology Teaching and Learning, University of Minnesota–Twin CitiesDepartment of Biology, Hampden-Sydney CollegeAbstract One promising practice for increasing active learning in undergraduate science education is the use of a mentoring network. The Promoting Active Learning and Mentoring (PALM) Network was launched with practitioners from several professional societies and disciplines to make changes in their teaching based on evidence-based practices and to encourage the members to reflect deeply on their teaching experiences. Members of the Network interviewed seven previous Fellows, 1 to 6 years after completing their fellowship, to better understand the value of the Network and how these interactions impacted their ability to sustain change toward more active teaching practices. The interviews resulted in the creation of three personas that reflect the kinds of educators who engaged with the Network: Neil the Novice, Issa the Isolated, and Etta the Expert. Key themes emerged from the interviews about how interactions with the PALM Network sustained change toward evidence-based teaching practices allowing the members to readily adapt to the online learning environment during the COVID-19 pandemic. Understanding how the personas intersect with the ADKAR model contributes to a better understanding of how mentoring networks facilitate transformative change toward active learning and can inform additional professional development programs.https://doi.org/10.1007/s44217-022-00023-wADKARVision and ChangeActive learningCommunity of transformationMentorshipProfessional societies |
| spellingShingle | Amy J. Prunuske Heather J. Evans-Anderson Katherine L. Furniss Carlos C. Goller Jaime E. Mirowsky Michael E. Moore Samiksha A. Raut Uma Swamy Sue Wick Michael J. Wolyniak Using personas and the ADKAR framework to evaluate a network designed to facilitate sustained change toward active learning in the undergraduate classroom Discover Education ADKAR Vision and Change Active learning Community of transformation Mentorship Professional societies |
| title | Using personas and the ADKAR framework to evaluate a network designed to facilitate sustained change toward active learning in the undergraduate classroom |
| title_full | Using personas and the ADKAR framework to evaluate a network designed to facilitate sustained change toward active learning in the undergraduate classroom |
| title_fullStr | Using personas and the ADKAR framework to evaluate a network designed to facilitate sustained change toward active learning in the undergraduate classroom |
| title_full_unstemmed | Using personas and the ADKAR framework to evaluate a network designed to facilitate sustained change toward active learning in the undergraduate classroom |
| title_short | Using personas and the ADKAR framework to evaluate a network designed to facilitate sustained change toward active learning in the undergraduate classroom |
| title_sort | using personas and the adkar framework to evaluate a network designed to facilitate sustained change toward active learning in the undergraduate classroom |
| topic | ADKAR Vision and Change Active learning Community of transformation Mentorship Professional societies |
| url | https://doi.org/10.1007/s44217-022-00023-w |
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