Collaborative Research: Understanding and Reducing Student Resistance as a Barrier to Faculty Change

这一更广泛的研究项目侧重于理解学生的抵触情绪是STEM教师在密歇根大学、弗吉尼亚理工大学、北卡罗来纳农工大学和巴克内尔大学的工程学入门课程中采用循证教学方法的障碍。本项目正在调查三个相关的研究问题，包括：1)什么因素(包括教师策略、学生经验、机构和课程类型、学生和教师特征)影响学生对非传统教学方法的抵制？2)期望违背理论在多大程度上解释了学生对非传统教学方法的抵制？3)教师可以采用什么具体的、基于证据的策略(以及在什么情况下)来显著降低学生的抵触情绪？为了解决这些问题，项目组正在采用严格的工具开发程序来设计调查，以衡量学生的抵触情绪和违反预期的行为，并在一系列机构进行深入研究，将定性方法与定量调查相结合，以确定与学生抵触情绪有关的其他因素。该项目的最后阶段包括对20门工程入门课程的全面研究。预期的产品包括教员可以用来减少学生阻力的循证策略，教员可以用来监控自己在减少学生阻力方面的进展的学生调查，以及专注于学生阻力的课堂观察方案。

This WIDER research project focuses on understanding student resistance as a barrier to STEM faculty adoption of evidence-based teaching methods in the context of introductory engineering courses at University of Michigan, Virginia Tech, North Carolina A & T, and Bucknell University. The project is investigating three related research questions, including: 1) What factors (including faculty strategies, student experience, institution and course type, and student and faculty characteristics) influence student resistance to nontraditional teaching methods? 2) To what extent does expectancy violation theory explain student resistance to nontraditional teaching methods? and 3) What specific, evidence-based strategies (and in what contexts) can faculty employ to significantly reduce student resistance? To address these questions, the project team is employing rigorous instrument development procedures to design surveys to measure student resistance and expectancy violation, and conducting in-depth studies at a range of institutions, combining qualitative methods with quantitative surveys to identify additional factors related to student resistance. The final phase of the project includes a full-scale study of 20 introductory engineering courses. Expected products include evidence-based strategies faculty can use to reduce student resistance, student surveys that faculty can use to monitor their own progress in reducing student resistance, and a classroom observation protocol focusing on student resistance.