Faculty drivers and barriers: laying the groundwork for undergraduate STEM education reform in academic departments
Faculty drivers and barriers: laying the groundwork for undergraduate STEM education reform in academic departments
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师资力量和障碍：为学术部门本科 STEM 教育改革奠定基础
DOI：
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发表时间：
2017
影响因子：
6.7
通讯作者：
B. Earl
中科院分区：
文献类型：
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作者：
S. Shadle;A. Marker;B. Earl
改善学生学习和增加科学、技术、工程和数学（STEM）学院和大学毕业生数量的呼吁，表明有必要在本科STEM课程中广泛采用循证教学实践。要使改革取得成功并持续下去，围绕教学的文化很可能需要发生重大转变。本研究旨在描述教师对改变教学规范的初步反应，其长期目标是改变STEM教学和学习的文化。虽然这项工作是在机构层面上设想和领导的，但关于拟议的变革和教师采取的行动的对话是紧急的，并在部门内得到支持。教师们在教学实践中发现各种各样的障碍；然而，教师们也发现了各种可能帮助该机构改变教学规范的驱动因素。对教师反应的分析揭示了教师反应中的18类障碍和15类驱动因素。许多障碍和驱动类别都出现在每个部门的回复中；然而，它们出现的分布和频率揭示了部门差异，这对于推进改变教学实践的策略至关重要。解决教师对变革的障碍是必要的，但是识别和利用教师对变革的驱动因素对于催化由当地环境支持或限制的变革的努力同样重要。此外，教师观点的收集开启了围绕当前和未来教学状态的对话，这是为变革奠定基础的重要一步。各部门在障碍和驱动因素方面的差异表明，“了解”当地情况的重要性，以便各部门能够适当调整所采取的战略。根据可能采用何种策略来影响STEM教育的变化，对结果进行了讨论。
Calls to improve student learning and increase the number of science, technology, engineering, and math (STEM) college and university graduates assert the need for widespread adoption of evidence-based instructional practices in undergraduate STEM courses. For successful reforms to take hold and endure, it is likely that a significant shift in culture around teaching is needed. This study seeks to describe the initial response of faculty to an effort to shift teaching norms, with a long-term goal of altering the culture around teaching and learning in STEM. While the effort was envisioned and led at the institutional level, dialog about the proposed change and actions taken by faculty was emergent and supported within departments. Faculty identify a variety of barriers to proposed changes in teaching practice; however, faculty also identify a variety of drivers that might help the institution alter teaching and learning norms. Analysis of faculty responses reveals 18 categories of barriers and 15 categories of drivers in faculty responses. Many of the barrier and driver categories were present in each department’s responses; however, the distribution and frequency with which they appear reveals departmental differences that are important for moving forward with strategies to change teaching practice. Addressing faculty’s barriers to change is essential, but identifying and leveraging faculty’s drivers for the change is potentially equally important in efforts to catalyze changes that are supported or constrained by the local context. Further, the collection of faculty perspectives opens a dialog around the current and future state of teaching, an important step in laying the groundwork for change. Departmental differences in barriers and drivers make clear the importance of “knowing” the local contexts so strategies adopted by departments can be appropriately tailored. Results are discussed in light of what kind of strategies might be employed to effect changes in STEM education.