An Instructional-Workforce Framework for Coordinated Change in Undergraduate Education

Abstract

In Short The work of higher education instructors across many types of positions and institutions has been widely recognized as central to systemic change in undergraduate STEM education, and this work likely plays a strong role in other disciplines. The quality of instruction and other educational practices relates directly to the quality of student learning and to equitable and just outcomes for students. We propose an instructional-workforce framework that aligns and links three levers, key facets of organizations that, when applied appropriately, propel changes: the professional development leading to and throughout instructors’ careers, their roles in academic governance, and the evaluation and reward systems related to their work. This framework provides guidance for change agents and initiatives in departments, schools, institutions, and disciplinary and other organizations, as well as for funding agencies, on how to engage with, support, and seek to improve conditions and practices for and with those who teach undergraduates.