Motivating Change in Faculty Teaching Practices to Support a Diverse Student Body in Engineering

激励教师教学实践的变革，以支持工程专业的多元化学生群体

• 批准号: 0941924
• 负责人: Cynthia Finelli
• 金额: $ 20万
• 依托单位: Regents of the University of Michigan - Ann Arbor
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-09-15 至 2015-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0941924&HistoricalAwards=false
• 关键词: Motivating; Change; Faculty; Teaching; Practices

Engineering - Other (59); Assessment/Research (91)A great deal of research has shown that specific teaching practices can improve student success and support a diverse student body in engineering. Translation of this research to actual teaching practices has been slow at many institutions. This project is seeking to generate a transformative change in teaching practices. It is grounded in a strategic model that posits that efforts to encourage instructors to adopt the most effective teaching practices will have the greatest impact if they are (1) grounded in research about successful faculty teaching practices, (2) integrated with local evidence from the College of Engineering, including the institutional context, engineering student perspectives, and engineering faculty perspectives (about their own teaching practices, about how those practices affect student learning, and about factors that influence their motivation to change), and (3) informed by literature on institutional change models, faculty development research, and learning theory. This is a two year project that will advance knowledge of how to impact faculty change on a large scale. The project is comprised of four phases: Phase 1: Contextualize the problem. It entails synthesizing published literature about faculty teaching practices that support a diverse student body and situating that literature in the local context using data from multiple sources. The data include student demographic and academic data from the registrar, interviews with academic advisors, and classroom observations of engineering faculty who teach undergraduate engineering courses. Phase 2: Understand the student perspective. It is comprised of interactions with students at all levels of academic achievement to identify teaching practices perceived by students to support or hinder their success in engineering. Phase 3: Understand the faculty perspective. It begins with a survey all the engineering instructors and ends with one-on-one interviews with a few in order to: (a) to ascertain faculty beliefs about their own teaching practices and how these practices affect student learning and (b) to identify factors that motivate faculty to change their teaching practices. Phase 4 (Develop a plan for institutional change) builds on the first three phases. It will also incorporate knowledge derived from published literature on institutional change models, faculty development research, and learning theory. At the conclusion of the project, a faculty action team will be positioned to initiate an evidence-based change model that has the potential to transform the educational experience for all engineering students. The evidence-based approach to enabling institutional change may serve as a model for other institutions. The analyses of student and faculty data will contribute to the national understanding of issues in engineering education.

工程-其他（59）;评估/研究（91）大量的研究表明，具体的教学实践可以提高学生的成功，并支持多样化的学生在工程。 在许多机构，这项研究转化为实际教学实践的速度很慢。 该项目力求在教学实践中产生变革性的变化。 它是基于一个战略模型，假定努力鼓励教师采取最有效的教学实践将产生最大的影响，如果他们是（1）在成功的教师教学实践的研究接地，（2）从工程学院，包括机构背景，工程学生的观点，和工程学院的观点（关于他们自己的教学实践，关于这些实践如何影响学生的学习，以及关于影响他们改变动机的因素），以及（3）通过关于制度变革模型，教师发展研究和学习理论的文献获得信息。这是一个为期两年的项目，将推进如何影响教师的变化在大规模的知识。该项目包括四个阶段： 阶段1：将问题置于背景中。 它需要综合有关教师教学实践的出版文献，以支持多样化的学生群体，并使用来自多个来源的数据将这些文献置于当地环境中。这些数据包括来自注册处的学生人口统计和学术数据，与学术顾问的访谈，以及对教授本科工程课程的工程教师的课堂观察。 第二阶段：了解学生的观点。它是由与学生在各个层次的学术成就的互动，以确定学生认为支持或阻碍他们在工程成功的教学实践。 第三阶段：了解教师的观点。 它开始与所有的工程教师进行调查，并结束了一对一的访谈，以几个：（一）以确定教师对自己的教学实践的信念，以及这些做法如何影响学生的学习和（B），以确定激励教师改变他们的教学实践的因素。 第四阶段（制定体制改革计划）是在前三个阶段的基础上进行的。它还将纳入来自出版的文献对制度变革模式，教师发展研究和学习理论的知识。在该项目结束时，教师行动小组将被定位为启动一个基于证据的变革模式，该模式有可能改变所有工程专业学生的教育体验。推动体制变革的循证办法可作为其他机构的模式。学生和教师数据的分析将有助于国家对工程教育问题的理解。