Organizational Change
ADVANCE-affiliated research on the dynamics of creating and managing significant shifts in academic contexts, focusing on fostering equity-minded change and shaping organizational conditions for faculty development.
Authors: Gonzales, L. D., & Culpepper, D.
This paper was commissioned for Committee on Equitable and Effective Teaching in Undergraduate STEM Education: A Framework for Institutions, Educators and Disciplines. Opinions and statements included in the paper are solely those of the individual authors, and are not necessarily adopted, endorsed, or verified as accurate by the committee or the National Academies of Sciences, Engineering, and Medicine.
Authors: O’Meara, K., Rivera, M., Kuvaeva, A., & Corrigan, K.
This study explored the relationships between faculty scholarly learning, faculty teaching learning, institutional support, faculty demographics, disciplinary groups, working conditions, and career outcomes such as retention, productivity, satisfaction, and career agency. We found that the stronger the scholarly learning faculty members reported, the more institutional and unit support they perceived for learning, the more satisfied they were, the less likely they were to intend to leave their institution, and the more career agency they reported.