Healthy Vulnerable Community and Institutional Change
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| Title: | Healthy Vulnerable Community and Institutional Change |
|---|---|
| Language: | English |
| Authors: | Timothee Bryan, Gabriela Bulancea, Karen Crossin, Joanna G. Jauchen, Mary Nelson, Robert Sachs, Catherine Sausville |
| Source: | PRIMUS. 2025 35(4-5):444-459. |
| Availability: | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Higher Education, Universities, Educational Change, Change Agents, Change Strategies, Organizational Change, Departments, Mathematics Teachers, College Faculty, Program Descriptions, Communities of Practice, COVID-19, Pandemics, Leadership Styles, Electronic Learning |
| Geographic Terms: | Virginia |
| DOI: | 10.1080/10511970.2024.2354808 |
| ISSN: | 1051-1970 1935-4053 |
| Abstract: | Since its inception, we have thought of our active learning project at George Mason University as a community of practice: a network of like-minded faculty interested in student-centered teaching. This community approach is evident in our 2019 goals for institutional change which were to "diffuse active learning approaches to our department." Very simply, we wanted to grow our community of active learning practitioners. In this article, we reflect on how a community foundation of vulnerability and trust shepherded us through rapid institutional change during a global pandemic. We describe how vulnerable leadership led to individual professional growth and then connect that professional growth to structural changes within our department. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501820 |
| Database: | ERIC |
| Abstract: | Since its inception, we have thought of our active learning project at George Mason University as a community of practice: a network of like-minded faculty interested in student-centered teaching. This community approach is evident in our 2019 goals for institutional change which were to "diffuse active learning approaches to our department." Very simply, we wanted to grow our community of active learning practitioners. In this article, we reflect on how a community foundation of vulnerability and trust shepherded us through rapid institutional change during a global pandemic. We describe how vulnerable leadership led to individual professional growth and then connect that professional growth to structural changes within our department. |
|---|---|
| ISSN: | 1051-1970 1935-4053 |
| DOI: | 10.1080/10511970.2024.2354808 |
