Steps 1 and 2
1. Problem Statement
At Concordia University academic performance levels need to be improved along with student retention in the various courses. Towards this certain organizational development plans have been proposed which include: A) Enhancing the skills, knowledge, classroom management and teaching methodologies of the faculty. B) Developing and enhancing core competencies of the faculty. C) Leadership development among all staff members to improve communication skills and effectiveness of classroom management.
2. Helping and Hindering Forces
Certain factors are in favor of these changes. In any educational setting, the role of faculty is important. Research has shown that faculty can influence the learning through their approaches to teaching . Faculty that is perceived as supportive and actively involved in the betterment of teaching result in students more engaged in learning. This in turn is beneficial to the faculty as it provides them with opportunities for research and improves their professional identity within the community.
It can, however, be safely assumed that all faculty members may not respond positively to proposals of pedagogical change. Pedagogical changes, the need for being trained in new technology may send the message to experienced staff that what they have been doing over the last several years may not be effective any more . Another barrier could be the resistance to adopting technology for teaching and learning. Common reasons cited include reliability issues in software (compatibility, versions, support services inadequate and so forth), difficulties in learning and using the technology, belief that technology is not critical to learning, and even concerns regarding on-campus support systems for these technologies . However, most of these barriers can be reduced through adequate planning.
References
Brownell, S. E., & Tanner, K. D. (2012). Barriers to Faculty Pedagogical Change: Lack of Training, Time, Incentives, andTensions with Professional Identity? CBE Life Science Education , 339-346.
Butler, D. L., & Sellbom, M. (2002). Barriers to adopting technology for learning and teaching. Educase Quarterly , pp. 22-28.
Umbach, P. D., & Wawrzynski, M. R. (2005). Faculty Do Matter: The Role of College Faculty in Student Learning and Engagement. Retrieved May 27, 2016, from National Survey of Student Engagement: http://nsse.indiana.edu/pdf/research_papers/faculty_do_matter.pdf
