Professional Development

Solution for how campus leadership should facilitate change that must occur to meet the needs of contemporary, diverse nature of college students

I. Change Theory (Michael Fullan)

II. Diffusion of Innovation (Everrett Rogers, 1995): Diffusion is "the process by which an innovation is communicated through certain channels over time among the members of a social system...a kind of social change" (p. 5). People are inherently more or less predisposed to innovative behavior. Individual adoption rates of innovation are usually distributed along a bell shaped curve and can be grouped under five categories:

1. Innovators (2.5%): Venturesome
   
2. Early adopters (13.5%): Respect
   
3. Early majority (34%): Deliberate
   
4. Late majority (34%): Skeptical
   
5. Laggards (16%): Traditional
   

III. CBAM (Concern-Based Adoption Model): for effective educational change to occur in the adoption of an innovation, there must be a change-facilitator who probes potential users to find out what their needs (concerns) are and uses available resources to meet these needs (Hord, Rutherford, Huling-Austin, & Hall, 1987, p. 30). Seven stages:

1. Stage 0 (Awareness Stage in faculty): "I'm not concerned about technology-based distance education"
2. Stage I (Information Stage): "I'd like to know more about tech-based distance ed."
3. Stage II (Personal Stage): "How will using it affect me?"
4. Stage III (Management Stage): faculty express concern about spending a great proportion of their time getting material ready.
5. Stage IV (Consequences Stage): "How is my use affecting students?"
6. Stage V (Collaboration Stage): "I'm concerned about relating what I'm doing with what other instructors are doing."
7. Stage VI (Refocusing Stage): "I have some ideas about something that would work even better."

(Stage IV - VI faculty concerns are focused on the impact of tech)

IV. Apple Classrooms of Tomorrow (ACOT) studies

V. Reward Collaboration (Kezar)