Evidence‐Based Change Practices
Evidence‐Based Change Practices
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基于证据的变革实践
DOI：
10.1002/jee.20152
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发表时间：
2017
影响因子：
3.4
通讯作者：
Loewenstein, Jeffrey
中科院分区：
文献类型：
--
作者：
Herman, Geoffrey L.;Loewenstein, Jeffrey
四年前，我（杰弗里是这篇社论中故事的第一人称来源）认为我有一个完美的改革如何在顶级部门教授入门课程：我得到了学院院长的热情支持，我有资源提供给部门，我有激励教师，我有研究数据支持转向循证教学实践的计划。投球失败了。系主任的支持被置之不理;系里觉得自己知道什么对自己最好。资源被最小化了;几百万美元到底能做什么？这项研究被拒绝了;目前的系统运行得很好，毕竟他们是一个顶级的项目。在工程教育研究界，失败的变革努力的故事太常见了。虽然我们的社区一直在呼吁变革，但我们的集体经验是，变革是缓慢而艰难的（Borrego &亨德森，2014）。当我们寻求促进“基于证据的教学实践”（在这篇社论中广泛定义为包括改善学习和气候，招生政策和课程设计）时，我们感到恼火，但却发现我们的同事继续使用无效的教学实践或使疏远学生群体的实践永久化。我们问自己，为什么他们抵制基于证据的做法？具有讽刺意味的是，当我们对他们拒绝证据感到恼火时，我们做了同样的事情，因为我们试图以没有证据支持的方式带来变化。因此，尽管我们有良好的意愿和真诚的变革愿望，但只要我们不考虑和采用以证据为基础的变革做法，我们就注定要继续在这条沮丧的道路上走下去。
Four years ago, I (Geoffrey is the first-person source of the stories in this editorial) thought I had a perfect pitch to reform how gateway courses were taught in a top-ranked department: I had the enthusiastic endorsement from the college deans, I had resources to offer the department, I had incentives for the faculty, and I had the research data to support a plan for moving to evidence-based instructional practices. The pitch failed. The support from the dean was shrugged off; the department felt it knew what was best for itself. The resources were minimized; what could a couple million dollars really do anyway? The research was rejected; the current system was working just fine; they were a top-ranked program after all.Stories of defeated change efforts are all too common in the engineering education research community. While our community has been making calls for change, our collective experiences have been that change is slow and hard (Borrego & Henderson, 2014). We chafe as we seek to promote “evidence-based instructional practices”(broadly defined in this editorial to include improving learning and climate, admissions policies, and curricular design), only to find our colleagues continue to use ineffective instructional practices or perpetuate practices that alienate groups of students. We ask ourselves, Why do they resist evidence-based practices? The irony is that while chafing at their rejection of the evidence, we do the same thing as we try to bring about change in ways that are not supported by evidence. Thus, despite our good intentions and sincere desire for change, we are destined to continue on this path of frustration as long as we fail to consider and use evidence-based change practices.
工程数学教育的国家模式：莱特州立大学的纵向影响
DOI：
--
发表时间：
2013
期刊：
影响因子：
--
作者：
N. Klingbeil;A. Bourne
通讯作者：
A. Bourne
从白宫看到的景色
DOI：
--
发表时间：
1975
期刊：
影响因子：
--
作者：
L. W. Seidman
通讯作者：
L. W. Seidman
意识形态、动机推理和认知反思
影响因子：
2.5
作者：
D. Kahan
通讯作者：
D. Kahan