Making Academic Change Workshop

STEM教育缺乏系统性变革，这表明STEM教育界迄今所追求的方法存在一个重要问题。改革的目标是课程和课程水平，重点是教学方法和证明其有效性。虽然这些活动是有益的，但它们并没有培养出个人希望在更大、更制度化的层面上实施变革所必需的策略——比如动机、沟通、合作和说服。这些改变策略是众所周知的，但还没有以一种严格的、可理解的方式引入STEM教育。“实现学术变革”（MACH）研讨会满足了对基于研究的技能开发和帮助制定变革计划的需求。通过针对特定主题的有针对性的工作会议，参与者将学习研究证明的策略，以便在他们的家庭校园中发生大规模的变化。2016 MACH研讨会的重点是新兴的工程教育工作者。研究生训练的主要经验是介绍并获得学科研究的能力。然而，我们已经确定，新的工程教育工作者的任务是开发新的课程、课程和项目。这些举措需要额外的技能或专业领域：建议、指导、课程开发、富有想象力的愿景、项目评估等。这些技能在典型的工程博士课程中都不太可能涉及。由于这些原因，我们认为那些将自己设想为变革推动者的新工程教育工作者应该努力采用变革推动者的性格和技能。参加MACH研讨会将帮助这些教育工作者开始他们作为工程教育创新者的道路。本次研讨会的目的是1)帮助新兴的工程教育工作者学习和实践领导变革所需的技能，以及2)围绕推进变革项目所必需的各种主题准备工作文档。通过培养那些必须领导变革努力的人的这些技能和思维方式，本次研讨会促进了STEM高等教育的有意义的变革。研讨会参与者提出的变革项目有望成为模范项目，可以作为其他希望实施类似想法的人的示例策略和过程。这些项目超越了单个教室，更多地关注在校园实施的STEM教育的基本过程、方法或理念。通过在该机构的背景下工作，在MACH研讨会期间培训的变革推动者将对STEM学生的体验产生积极影响。作为这项研究的一部分，我们将采访新兴的工程教育工作者，了解他们的变革项目，并为他们的变革活动提供导师和支持。我们将在研讨会结束后继续提供指导，我们将跟踪他们在实施研讨会期间学到的MACH变化策略时在变更项目上的进展情况。

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. While beneficial, these activities have not fostered the strategies - such as motivation, communication, collaboration, and persuasion - that are necessary if individuals wish to enact change on larger, more institutional levels. These change strategies are well known but have not been brought into STEM education in a rigorous, accessible way. The workshop Making Academic Change Happen (MACH) fills the need for research-based skills development and assistance in creating a plan for change. Through targeted working sessions on specific topics participants learn research-proven strategies for making large scale change happen on their home campus. Our focus for the 2016 MACH Workshop is emerging engineering educators. The primary experience of graduate training is introduction to and acquiring competence in disciplinary research. We have determined, however, that new engineering educators are tasked with developing new courses, curricula, and programs. These initiatives require additional skills or areas of expertise: advising, mentoring, curriculum development, imaginative vision, program assessment, etc. None of these skills are likely addressed in a typical engineering Ph.D. curriculum. For these reasons, we argue that new engineering educators who envision themselves as change agents should work to adopt the disposition and skills of a change agent. Attending the MACH Workshop will help these educators start on their path as engineering education innovators.The purpose of this workshop is 1) to assist emerging engineering educators 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 used as example strategies and processes for others hoping to implement similar ideas. These projects reach beyond a single 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. As part of this research, we will interview the emerging engineering educators about their change projects and provide them with mentors and support for their change activities. We will continue to offer mentorship after the workshop is over, and we will keep track of their progress on their change projects as they implement the MACH change strategies they learned during the workshop.