Accelerating change: The power of faculty change agents to promote diversity and inclusive teaching practices
Accelerating change: The power of faculty change agents to promote diversity and inclusive teaching practices
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加速变革：教师变革推动者促进多样性和包容性教学实践的力量
DOI：
10.1080/10899995.2019.1624679
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发表时间：
2019
影响因子：
--
通讯作者：
Carol J. Ormand
中科院分区：
文献类型：
--
作者：
R. Heather Macdonald;R. Beane;E. Baer;Pamela L. Eddy;N. Emerson;J. Hodder;Ellen R. Iverson;J. McDaris;Kristin O’Connell;Carol J. Ormand
摘要教师在吸引学生到地球科学，帮助他们在地球科学项目中茁壮成长，并为他们的职业生涯做好准备方面发挥着重要作用。因此，教师有责任通过在教学和课程中实施公平和包容性的做法，努力扩大地球科学的参与。促进多样性和包容性的教师专业发展是将循证实践推广到更广泛应用的一种方式。这些做法的采用可能会加速通过专业发展的扩散模型，通过教师的工作变化代理放大的影响。这种方法的一个例子是SAGE 2YC专业发展计划，在该计划中，教师变革代理人在研讨会期间学习和实践策略，在自己的教学中实施变革，然后在国家计划的主持下，在团队中领导他们所在地区的研讨会。虽然这个例子侧重于两年制学院，该模型适用于教师专业发展更广泛。该模式的成功在很大程度上归功于一套领导者开发的研讨会会议和策划的资源，变革推动者团队可以选择和适应他们领导的区域研讨会。此外，变革推动者是值得信赖的同事，这使得区域讲习班参与者更有可能采用循证做法。更多地采用变革推动者的方法来促进教师的发展，将有助于创造和分享更多的资源，从而更广泛地传播和实施包容性的教学实践。
Abstract Faculty play an important role in attracting students to the geosciences, helping them to thrive in geoscience programs, and preparing them for careers. Thus, faculty have the responsibility to work toward broadening participation in the geosciences by implementing equitable and inclusive practices in their teaching and their programs. Faculty professional development that promotes diversity and inclusion is one way to move evidence-based practices into wider use. The adoption of these practices may be accelerated through a professional development diffusion model that amplifies the impacts through the work of faculty change agents. An example of this approach is the SAGE 2YC professional development program, in which faculty change agents learn and practice strategies during workshop sessions, implement changes in their own teaching, and then work in teams to lead workshops in their region under the auspices of the national program. Although this example focuses on two-year colleges, the model is applicable to faculty professional development more broadly. The success of the model is due in large part to a suite of leader-developed workshop sessions and curated resources that change agent teams may select and adapt for the regional workshops they lead. Furthermore, change agents are trusted colleagues, which makes adoption of the evidence-based practices by regional workshop participants more likely. Increased adoption of a change agent approach to faculty development will support the creation and sharing of additional resources, leading to wider diffusion and implementation of inclusive teaching practices.
影响因子：
7.6
作者：
Greenwald, AG;McGhee, DE;Schwartz, JLK
通讯作者：
Schwartz, JLK
影响因子：
7.6
作者：
STEELE, CM;ARONSON, J
通讯作者：
ARONSON, J