Departmental Dialogues: Facilitating Positive Academic Climates to Improve Equity in STEM Disciplines
Departmental Dialogues: Facilitating Positive Academic Climates to Improve Equity in STEM Disciplines
复制标题
部门对话：促进积极的学术氛围，改善 STEM 学科的公平性
DOI：
10.1007/s10755-016-9358-7
复制
发表时间：
2016
影响因子：
2.2
通讯作者：
Rachel R. Stoiko
中科院分区：
文献类型：
--
作者：
Maja Husar Holmes;J. Jackson;Rachel R. Stoiko
这项探索性的定性研究考察了教师的反应，以学院建设的过程称为对话。该过程使用了一系列的讨论和活动，以引导教师朝着一个共同的，互利的目标，同时改变互动模式。这些回应揭示了教师如何体验学院建设的做法，包括个人反思，小组讨论，想法的产生和优先级，以及建立共识。该研究调查了STEM部门内的教师反应。最后，我们建议鼓励包容性和参与性的部门规范和行为，以促进积极的部门氛围，这是实现学术界所有学科公平的关键。
This exploratory qualitative study examined faculty responses to a collegiality-building process called Dialogues. The process used a series of discussions and activities to guide faculty members toward a common, mutually beneficially goal, while changing patterns of interaction. The responses revealed how faculty members experienced collegiality-building practices, including individual reflection, small group discussions, idea generation and prioritization, and consensus-building. The study examined faculty responses within STEM departments. We conclude with recommendations for encouraging inclusive and participatory departmental norms and behaviors in order to promote a positive departmental climate, which is crucial to achieving equity in all disciplines of the academia.