Making Academic Change Happen Workshop

STEM教育缺乏系统性变革，这表明STEM教育界迄今为止所追求的方法存在一个重要问题。改革的目标是在课程和教学大纲层面，重点是教学方法和证明其效力（Borrego、Froyd、Hall，2010年）。虽然这些活动是有益的，但并没有促进基本的战略、动机、沟通、协作和说服力，而这些是更大、更制度化的变革的基础。这些变革策略在其他学科的文献中有很好的记载，例如组织心理学和行为学，但还没有以严格，可访问的方式纳入STEM教育的对话中。研讨会使学术变革发生（MACH）填补了学者的需要，以研究为基础的技能发展和援助，在创建一个计划的变化。通过针对特定主题的工作会议（例如伙伴关系发展，产生买入，机构背景和身份发现），参与者学习研究证明的战略，使大规模的变化发生在他们的家乡校园。MACH研讨会帮助教师超越他们的具体教室，以实现推进STEM教育所需的系统性变革，与国家声音的音乐会保持一致（例如，美国国家工程院2020年的工程师;奥巴马总统的教育创新计划; AAU的本科STEM教育计划）。通过专注于战略，计划和制度框架，MACH研讨会的参与者成为变革推动者。一个典型的学院或大学教师没有受过变革推动者的培训，但政策，管理人员和学生都在呼吁变革，特别是在STEM领域。本研讨会的目的是1）帮助教师学习和实践领导变革所需的技能，2）围绕推进变革项目所需的各种主题准备工作文件。通过培养这些技能和心态的发展，在必须领导变革努力的人，这个研讨会促进了STEM高等教育的有意义的变化。研讨会参与者提出的变革项目预计将成为示范方案，可供其他希望实施类似想法的人借鉴。这些项目超越了单一教师的课堂，更多地关注校园内制定的STEM教育的基本过程，方法或哲学。通过在机构的背景下工作，在MACH研讨会期间培训的变革推动者将积极影响学生的STEM体验。

The lack of systemic change in STEM education points to an important problem with the approach that the STEM education community has pursued thus far. Change has been targeted at the course and curriculum levels, focusing on teaching and learning methods and proving their efficacy (Borrego, Froyd, & Hall, 2010). While beneficial, these activities have not fostered the underlying strategies, motivation, communication, collaboration, and persuasion that are the foundation for change on larger, more institutional levels. These change strategies are well documented in the literature of other disciplines, such as organizational psychology and behavior, but have not been brought into the conversation within STEM education in a rigorous, accessible way. The workshop Making Academic Change Happen (MACH) fills the need of academics for research-based skills development and assistance in creating a plan for change. Through targeted working sessions on specific topics (e.g. partnership development, generating buy-in, institutional context, and identity discovery), participants learn research-proven strategies for making large scale change happen on their home campus. The MACH workshop helps faculty reach beyond their specific classrooms to effect the systemic change needed to advance STEM education consistent with a concert of national voices (for example, the National Academy of Engineering's Engineer of 2020; President Obama's Educate to Innovate program; AAU's Undergraduate STEM Education Initiative). By focusing on strategies, plans, and the institutional framework, participants in the MACH workshop become change agents.A typical college or university faculty member is not trained as a change agent, yet policy, administrators, and students are calling for change, especially in STEM fields. The purpose of this workshop is 1) to assist faculty members in learning and practicing skills needed to lead change, and 2) prepare working documents around a variety of topics that are necessary to advance a change project. By fostering the development of these skills and mindsets in the very people who must lead change efforts, this workshop promotes meaningful change in STEM higher education. The change projects advanced by the workshop participants are expected to become model programs that can be mined for examples strategies and processes for others hoping to implement similar ideas. These projects reach beyond a single faculty member's classroom, focusing more on the underlying processes, approaches, or philosophy of STEM education enacted on their campus. By working within the institution's context, the change agents trained during the MACH workshop will positively impact the student experience of STEM.