Faculty Developers as Change Facilitators: The Concerns-Based Adoption Model

Faculty members involved in efforts to improve their teaching, as well as the faculty developers who work with them, progress through natural, predictable stages of concern which, if understood, can form the basis of appropriate interventions. In this article the authors examine a framework that faculty developers and leaders of change efforts can use in their roles as change facilitators. This framework for understanding and planning educational change is part of the Concerns-Based Adoption Model (CBAM) developed by Hall, Hord, and others at the University of Texas at Austin Research and Development Center