Theory of Change to Practice: How Experimentalist Teaching Enabled Faculty to Navigate the COVID-19 Disruption
Theory of Change to Practice: How Experimentalist Teaching Enabled Faculty to Navigate the COVID-19 Disruption
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DOI：
10.1021/acs.jchemed.0c00731
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发表时间：
2020-09-08
影响因子：
3
通讯作者：
Triano, Rebecca M.
中科院分区：
文献类型：
--
作者：
Chan, Benny C.;Baker, Joseph L.;Triano, Rebecca M.
新泽西大学化学系和科学学院十多年来一直在战略性地改变我们的教学，学习和指导环境，通过针对新的大多数学生的计划：低收入，第一代和历史上被边缘化的种族和民族。最近，我们从针对少数学生的项目转向关注系统性和结构性变革，以创造包容性的卓越。我们在变革理论（ToC）中正式化了我们的工作，该理论强调我们的教师脱离传统教学法的机制，成为使用基于证据的实践和数据来支持我们学生成功的实验主义教师。该TOC是建立在三个支柱：（1）获得同情和理解我们的学生，（2）可接受的教学实践不断变化的工具包，和（3）创建共享的语言和价值观的过程，并了解我们的责任，我们的学生。通过专注于机制，我们不规定一个单一的教学法，而是灵活地为不同的课程背景。系上的ToC工作允许我们的教师在转向在线教学期间转向而不是恐慌。学生们注意到顺利过渡到远程学习，更重要的是，关于教学法的部门讨论帮助教师相互支持，提出建议和分享最佳实践。作为一个部门，我们在疫情期间学到了很多东西，进一步推动了我们朝着包容卓越的方向共同努力，并相信我们的ToC可以转移到其他机构。
The College of New Jerseys Chemistry Department and School of Science have been strategically transforming our teaching, learning, and mentoring environments for over a decade through programs that are targeted toward new majority students: low-income, first generation, and historically marginalized races and ethnicities. Recently, we shifted from programs that target a small number of students to focus on systemic and structural changes to create inclusive excellence. We formalized our work in a Theory of Change (ToC) that emphasizes mechanisms for our faculty to depart from traditional pedagogy to become experimentalist teachers who use evidence-based practices and data to support our student success. The ToC is built on three pillars: (1) gaining empathy and understanding of our students, (2) a changing toolkit of acceptable pedagogical practices, and (3) a process to create shared language and values and an understanding of our responsibilities to our students. By focusing on mechanism, we do not prescribe a single pedagogy but instead are flexible for different course contexts. Department work on the ToC allowed our faculty to pivot instead of panic during the shift to online instruction. The students noted smooth transitions to remote learning, and more importantly, departmental discussions regarding pedagogy helped faculty to support each other with suggestions and sharing of best practices. As a department, we learned a great deal during the pandemic that furthers our collective work toward inclusive excellence and believe our ToC is transferable to other institutions.