Bridging the educational research‐teaching practice gap: Curriculum development, Part 2: Becoming an agent of change

Many faculty members in science departments are experiencing pressure to improve their courses, particularly with respect to the ways in which students are taught and assessed. The purpose of this article is to provide some insights and practical ideas on how curriculum change can be brought about—how motivated individuals can become agents of change. Change almost always elicits opposing and supporting forces, examples of which are given. Finally, we discuss examples of strategies to deal with these forces and highlight various factors that need to be considered when implementing such strategies, including the concepts of a zone of feasible innovation, the zone of tolerance, and the development of communities of practice. Biochemistry and Molecular Biology Education Vol. 39, No. 3, pp. 233–241, 2011