A qualitative analysis to identify the elements that support department level change in the life sciences: The PULSE Vision & Change Recognition Program
A qualitative analysis to identify the elements that support department level change in the life sciences: The PULSE Vision & Change Recognition Program
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DOI：
10.1371/journal.pone.0217088
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发表时间：
2019-05-30
期刊：
影响因子：
3.7
通讯作者：
Pape-Lindstrom, Pamela
中科院分区：
文献类型：
--
作者：
Peteroy-Kelly, Marcy;Brancaccio-Taras, Loretta;Pape-Lindstrom, Pamela
2011 年的报告《本科生物教育的愿景与变革：行动呼吁》为动员本科生生命科学教育界影响变革提供了动力，以增强生命科学专业的教育体验。本科生命科学教育合作伙伴关系 (PULSE) 愿景与变革 (V&C) 领导力研究员的指定工作重点是开发项目和资源以支持部门变革。在本报告中，我们对 PULSE V&C 领导研究员认可团队生成的几份文件进行了定性评估。认可团队制定了两项举措，为各部门提供有关其变革流程的反馈。第一项举措是经过验证的 PULSE V&C Rubrics，使各部门能够协作自我评估其在实施变革方面的进展。第二项举措是 PULSE 认可计划，包括完成上述评分标准以及由两名认可团队成员进行现场访问，以提供外部见解和建议，以促进部门的变革流程。 2014 年，有 8 个部门参加了认可计划。对 8 个部门中的 7 个部门的认可计划审查产生的文件进行了评估，并对现场访问之前和三年后的 Rubric 分数进行了比较，发现了成功的部门级别变革所需的几个共同要素。这些要素包括重视并通过资源和基础设施支持卓越教学的机构文化、部门对项目和课程水平评估的重视，以及最重要的是，积极支持提高卓越教学的努力的部门冠军。
The 2011 report, Vision and Change in Undergraduate Biology Education: A Call to Action, provided the impetus to mobilize the undergraduate life sciences education community to affect change in order to enhance the educational experiences of life sciences majors. The work of the appointed Partnership for Undergraduate Life Sciences Education (PULSE) Vision and Change (V&C) Leadership Fellows has focused on the development of programs and resources to support departmental change. In this report, we present a qualitative assessment of several documents generated from the PULSE V&C Leadership Fellow Recognition Team. The Recognition Team developed two initiatives to provide departments with feedback on their change process. The first initiative, the validated PULSE V&C Rubrics, enables departments to collaboratively self-assess their progress in enacting change. The second initiative, the PULSE Recognition Program, involves completion of the aforementioned Rubrics and a site-visit by two Recognition Team members to provide external insights and suggestions to foster a department's change process. Eight departments participated in the Recognition Program in 2014. An evaluation of the documents yielded from the Recognition Program review of seven of the eight departments and a comparison of Rubric scores from before and three years following the site-visits uncovered several common elements required for successful department level change. These elements include an institutional culture that values and supports excellence in teaching and learning with resources and infrastructure, a departmental emphasis on program and course level assessment, and, most importantly, a departmental champion who actively supports endeavors that enhance teaching excellence.