We examine the use of rules to influence organizational change in a large metropolitan research university. The macrobehaviors of interest involved student success metrics (such as on-time graduation) that are part of the performance metrics favored by the university system’s selecting environments, such as the Florida State University System’s Board of Governors, federal funding programs, and national philanthropic organizations. Five dimensions of a recently revised taxonomy of rules and rule-governed behavior (Pelaez, 2013) are used to analyze rules that have been introduced to effect the desired behavioral change in students. The context is Florida International University (Miami), and the change effort is its national award-winning Graduation Success Initiative (GSI; 2011–2015). The interrelated GSI interventions are large and complex. Therefore, isolating and evaluating each individual intervention has not been possible. However, the GSI’s cumulative effect appears to have been to help to increase on-time graduation by 16 points in 4 years. The manipulation of rules specifying contingencies seems to have played an important role in that success and is the subject of this discussion.
{"title":"Rules, Rule-Governed Behavior, and Organizational Change in a Large Metropolitan Research University","authors":"D. Robertson, M. Pelaez","doi":"10.1037/bdb0000066","DOIUrl":"https://doi.org/10.1037/bdb0000066","url":null,"abstract":"We examine the use of rules to influence organizational change in a large metropolitan research university. The macrobehaviors of interest involved student success metrics (such as on-time graduation) that are part of the performance metrics favored by the university system’s selecting environments, such as the Florida State University System’s Board of Governors, federal funding programs, and national philanthropic organizations. Five dimensions of a recently revised taxonomy of rules and rule-governed behavior (Pelaez, 2013) are used to analyze rules that have been introduced to effect the desired behavioral change in students. The context is Florida International University (Miami), and the change effort is its national award-winning Graduation Success Initiative (GSI; 2011–2015). The interrelated GSI interventions are large and complex. Therefore, isolating and evaluating each individual intervention has not been possible. However, the GSI’s cumulative effect appears to have been to help to increase on-time graduation by 16 points in 4 years. The manipulation of rules specifying contingencies seems to have played an important role in that success and is the subject of this discussion.","PeriodicalId":91847,"journal":{"name":"Behavioral development bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85224524","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teachers, learners, and other stakeholders in education often use the same words but do not always seem to communicate very well. This article describes 6 hierarchically inclusive ways of knowing that shape and affect the perception and experience of learning and teaching. The model presented is based on 3 decades of research, over 1,200 student narratives and some 70 educator narratives. A way of knowing acts like a language providing a window into the idiosyncratic meanings that words and concepts are given and that lead to unacknowledged misunderstandings. Core conceptions and understandings are illustrated, major differences between the levels of thinking are highlighted, and the effect on learning is described. Many of the 21st century skills are associated with more complex ways of knowing. Study success is a major driver of development. A developmental pedagogy or curriculum therefore needs to include tasks and assessments that require and credit more complex thinking. Educating for complex thinking is not limited to higher education or to adult development but is appropriate for all ages.
{"title":"Six Languages in Education—Looking for Postformal Thinking","authors":"R. Hamer, E. van Rossum","doi":"10.1037/bdb0000030","DOIUrl":"https://doi.org/10.1037/bdb0000030","url":null,"abstract":"Teachers, learners, and other stakeholders in education often use the same words but do not always seem to communicate very well. This article describes 6 hierarchically inclusive ways of knowing that shape and affect the perception and experience of learning and teaching. The model presented is based on 3 decades of research, over 1,200 student narratives and some 70 educator narratives. A way of knowing acts like a language providing a window into the idiosyncratic meanings that words and concepts are given and that lead to unacknowledged misunderstandings. Core conceptions and understandings are illustrated, major differences between the levels of thinking are highlighted, and the effect on learning is described. Many of the 21st century skills are associated with more complex ways of knowing. Study success is a major driver of development. A developmental pedagogy or curriculum therefore needs to include tasks and assessments that require and credit more complex thinking. Educating for complex thinking is not limited to higher education or to adult development but is appropriate for all ages.","PeriodicalId":91847,"journal":{"name":"Behavioral development bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2013-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57670968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Supplemental Material for Sensitivity to Changing Environmental Conditions Across Individuals With Subtype 2 Automatically Reinforced and Socially Reinforced Self-Injury","authors":"","doi":"10.1037/bdb0000090.supp","DOIUrl":"https://doi.org/10.1037/bdb0000090.supp","url":null,"abstract":"","PeriodicalId":91847,"journal":{"name":"Behavioral development bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76936968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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