Abstract
Drawing on studies of active learning methods in an undergraduate chemistry course at a research institution, we first present two case studies exploring the change processes and outcomes of the faculty member who designed the course and the one who adapted it. We then explore the nature of the problems experienced during the adaptation process. We conclude with recommendations for successfully diffusing innovations: adapting faculty members should choose innovations that genuinely interest them and are aligned with their goals, should experiment with innovations in a gradual way, and should receive support throughout the process.
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Penberthy, D.L., Millar, S.B. The “Hand-off” as a Flawed Approach to Disseminating Innovation: Lessons from Chemistry. Innovative Higher Education 26, 251–270 (2002). https://doi.org/10.1023/A:1015828913383
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DOI: https://doi.org/10.1023/A:1015828913383