Making Academic Change Workshop

学术变革研讨会

• 批准号: 1631072
• 负责人: Julia Williams
• 金额: $ 4.82万
• 依托单位: Rose-Hulman Institute of Technology
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-05-01 至 2016-10-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1631072&HistoricalAwards=false
• 关键词: Making; Academic; Change; Workshop

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.

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一级，重点是教学方法和证明其效力。虽然这些活动是有益的，但它们并没有培养出激励、沟通、协作和说服等策略，而这些策略是个人希望在更大、更制度化的层面上实施变革所必需的。这些变革策略是众所周知的，但还没有以严格，可访问的方式纳入STEM教育。研讨会使学术变革发生（MACH）填补了基于研究的技能发展和援助的需要，在创建一个计划的变化。通过针对特定主题的工作会议，参与者学习研究证明的策略，使大规模的变化发生在他们的家庭校园。2016年MACH研讨会的重点是新兴的工程教育工作者。 研究生培养的主要经验是介绍和获得学科研究能力。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，课程和计划。 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，这些技能都不可能在典型的工程博士学位中得到解决。课程。出于这些原因，我们认为，新的工程教育工作者谁设想自己作为变革者应该努力采用的处置和技能的变革者。 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。该研讨会的目的是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，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有望成为示范方案，可作为其他希望实施类似想法的人的示例策略和流程。这些项目超越了单一的教室，更侧重于在校园内实施的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。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对他们的变化项目，并为他们提供导师和支持他们的变化活动。 在研讨会结束后，我们将继续提供指导，并在他们实施研讨会期间学到的MACH变革战略时，跟踪他们在变革项目上的进展。