Extreme Apprenticeship: Instructional Change as a Gateway to Systemic Improvement

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In this article we describe a long-term departmental change effort in one mathematics department. The change began with one instructor adopting the Extreme Apprenticeship instructional model. This modest shift served as the catalyst for a series of subsequent, systemic improvements. We believe that this innovation and the resultant change demonstrate how instructional change can serve as a catalyst for broader change, rather than a change that focuses solely on instruction. We use four frames from the literature on organizational development to characterize the changes that have occurred in this department. This in-depth case study describes the department's current culture and how it developed, and we suggest that this explanation could serve as a guide for other departments seeking change.

Original languageEnglish
JournalInnovative Higher Education
Issue number5
Pages (from-to)351-365
Number of pages15
Publication statusPublished - Oct 2019
MoE publication typeA1 Journal article-refereed

Fields of Science

  • 516 Educational sciences
  • Institutional change
  • Organizational change
  • Departmental culture
  • Four frames
  • Mathematics education

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