- The one-page
introduction provides brief descriptions of six areas
related to curricular change: change theories, culture and
cultural change, leadership, resistance, energy and vision,
and faculty development and systemic change. The introduction
also provides pointers and references for the six areas.
- Clark, M.C., Froyd, J., Merton, P., Richardson, J. (2004)
The Evolution of Curricular Change Models Within the Foundation
of Engineering Education, 93:1, 37-47
- Merton, P., Froyd, J., Clark, M.C., and Richardson, J.
the Norm in Engineering Education: Understanding Organizational
Culture and Curricular Change, Proceedings, ASEE
- Clark, M.C., Froyd, J., Merton, P., and Richardson, J.
Models of Curricular Change: The Experience of the Foundation
Coalition, Proceedings, ASEE Annual Conference,
- Merton, P., Clark, M.C., Richardson, J., and Froyd, J.
Curricular Change across the Foundation Coalition: Potential
Lessons from Qualitative Research, Proceedings, Frontiers
in Education Conference
- Merton, P., Clark, M.C., Richardson, J., and Froyd, J.
Curricula Change across the Foundation Coalition: How They
Succeeded, What They Learned, Proceedings, ASEE Annual
- Fournier-Bonilla, S.D., Watson, K., Malavé, C.,
and Froyd, J. (2001) Managing Curricula Change in Engineering
at Texas A&M University, International
Journal of Engineering Education, 17:3, 222-235
- Froyd, J., Penberthy, D., and Watson, K. (2000) Good
Educational Experiments are not Necessarily Good Change
Processes, Proceedings, Frontiers in Education Conference
- Froyd, J. and Watson, K. (2000) Systemic
Improvement in Engineering Education, Proceedings,
ASEE Annual Conference
Each of the Foundation Coalition (FC) partners has initiated
several curricular changes, some of which are significant
in scope and depth. Many of the projects focused on altering
the curriculum of an entire year of the four-year engineering
curriculum. In addition to curricular changes, the FC has
undertaken a qualitative research project that examines processes
through which coalition partners have initiated and attempted
to sustain curricular change. It is important to emphasize
that the focus of the study is the process of curricular change,
not content of new curricula. For the qualititative study,
a research team interviewed over 150 faculty members and administrators
at the six Coalition partners. In addition, researchers have
studied change in human organizations, including higher education.
The purpose of all the studies is to better equip faculty
members and administrators for future curricular changes.
Hopefully, the experience of the partners of the Foundation
Coalition will be helpful to other engineering programs as
they plan for curricular change.
The Foundation Coalition
is creating resources that will assist faculty members at other institutions in
learning from our experiences with curricular change. These resources include
- One-page Introduction
- Papers: Several papers have been prepared from qualitative
study and literature review. Each papers provides information
that may be useful to other institutions considering major
curricular change. Other papers related to curricular change
across the Foundation Coalition are also included in the
- Workshops that campuses can host. The length of each workshop
varies between two hours and two days, depending on the
material to be presented and the desired degree of interactivity.
Publications for Further Reference
- Senge, P., 1990. The Fifth Discipline: The Art and Practice
of the Learning Organization. Doubleday, New York.
P., Kleiner, A., Roberts, C., Ross, R., Smith, B., 1994. The Fifth Discipline
Fieldbook: Strategies and Tools for Building a Learning Organization, Currency/Doubleday.
P., Kleiner, A., Roberts, C., Roth, G., Ross, R., Smith, B., 1990. The Dance
of Change: The Challenges to Sustaining Momentum in Learning Organizations.
- Kotter, J., 1990. A Force for Change, The
Free Press, New York.
- Pascale, R., Millemann, M., and
Gioja, L., 1997. "Changing the Way We Change," Harvard Business Review,
NovemberDecember, 1997, pp. 125139.
E., and Pitts, E., 1977. "Faculty and Administrative Roles in Fostering Curricular
Innovation," Journal of General Education, vol. 29, no. 2.
W., 1997. Managing People is Like Herding Cats. Executive Excellence Publishing,
- Bennis, W., 1999. Old Dogs, New Tricks.
Executive Excellence Publishing, Provo, UT.
K., Bowles, K., 1998. Gung Ho!, William Morrow & Co., New York.
J., and Beall, D.R., 1997. "Shifting the Strategic Management Paradigm,"
European Management Journal, Vol. 15, No. 1, February, pp. 17.
A., and Garside, J., 1997. "The Development of a Best Practice Model for
Change Management," European Management Journal, Vol. 15, No. 5, October,
- Cummings, K., Dragna, F.J., Hanson,
R.A., and Peterson, L.R., 1996. "The Aggie and the Ecstasy: A Descriptive
Analysis of the Processof General Education Reform at a Land-Grant University,"
Journal of General Education, Vol. 45, No. 4.
M., Rowley, D., Lujan, H., 1997. Strategic Change, Jossey-Bass Publishers,
- Johnson, S., 1998. Who Moved My Cheese?,
G.P.Putnam's Sons, New York.
- Kriegel, R., and Brandt,
D., 1996. Sacred Cows Make the Best Burgers, Warner Books, New York.
I., 1996. The Second Curve: Managing the Velocity of Change, New York.
- Pine, G.J., 1980. "The Certainty of Change Theory:
An Analysis of Change Ideologies," in L.A. Morris, K.A. Acheson, L.M. Carey,
A.J. Pine, R.C. Richey, S.L. Scull, A.M. Wheeler (Eds.), Research, Adaptation,
and Change. Oklahoma: University of Oklahoma.
R., Molloy, K., and Pellegrino, J., "How the Learning Organization Manages
Change," National Productivity Review, Winter 19951996, pp.
- Robbins, H., and Finey, M., 1996. Why Change
Doesn't Work, Peterson's, Princeton.
- Smith, D., 1996.
Taking Charge of Change, Addison-Wesley Publishing Co., New York.
N., and Sherman, S., 1993. Control Your Destiny or Someone Else Will, Harper
Business, New York.
- Tichy, N., 1997. The Leadership
Engine, Harper Business, New York.
- Want, J.H., 1995.
Managing Radical Change, John Wiley & Sons, New York.
© 2001 Foundation Coalition. All rights reserved.
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