Design and Development: Workshop Proposal for Emerging Engineering Educators Making Academic Change Happen (E3 MACH)

设计与开发：新兴工程教育者实现学术变革的研讨会提案（E3 MACH）

• 批准号: 1830177
• 负责人: Eva Andrijcic
• 金额: $ 4.97万
• 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: 2018
• 资助国家: 美国
• 起止时间: 2018-08-15 至 2019-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1830177&HistoricalAwards=false
• 关键词: Design; Development; Workshop; Proposal; Emerging

Emerging engineering educators, including graduate students close to completion of their doctoral work, and assistant professors who are just entering their fields, face specific challenges as they begin their careers. As recent advertisements for engineering positions suggest, engineering departments seek out new engineering educators who can bring innovation to their campuses, from designing new programs to introducing and assessing new pedagogies. In many cases, emerging engineering educators are not ready to enact change at higher, institutional levels. A typical graduate education focuses on acquiring competence in disciplinary research and it does not prepare emerging engineering educators to comprehend the academic environments and resulting cultures, value systems and constraints. As a result, many emerging engineering educators do not feel empowered or capable of implementing academic change. Furthermore, successful change agents require skills, such as, for example, strategic thinking, obtaining buy-in, and creating strategic partnerships, that are not a part of conventional emerging educator experiences. Change strategies have been 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 "Emerging Engineering Educators Making Academic Change Happen" workshop fills the need of emerging engineering educators 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 about different types of academic institutional contexts and value systems, the interplay of their professional identity with cultural contexts and the change-making process, and research-proven strategies for making large scale change happen at different types of academic institutions. Emerging engineering educators who envision themselves as change agents should work to adopt the disposition and skills of a change agent. This workshop will help these educators start on their path as engineering education innovators who are more likely to positively impact their departments and programs. The workshop covers a number of themes, such as: Cultivating an Allied Community of Colleagues and Making Change Happen on Campus. Diverse hands-on activities are structured to enable participants to better understand the development of personal and professional identities with the established academic value systems and institutional contexts, and identify the unique opportunities and constraints of their individual academic environments to develop strategies for expanding and implementing visions of academic change. 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. Engaging emerging engineering educators in the workshop highlights the importance of developing change skills early in their careers. As part of this research, emerging engineering educators will be interviewed about their current or future change projects and will be provided with mentors and support for their change activities. Mentorship will continue after the workshop is over and the participants' progress on their projects will be tracked as they implement the MACH change strategies they learned during the workshop.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

新兴的工程教育工作者，包括即将完成博士论文的研究生和刚刚进入其领域的助理教授，在开始职业生涯时面临着特定的挑战。正如最近的工程职位广告所表明的那样，工程系正在寻找能够为校园带来创新的新工程教育工作者，从设计新课程到引入和评估新教学法。在许多情况下，新兴的工程教育工作者还没有准备好在更高的机构层面实施变革。典型的研究生教育侧重于获得学科研究的能力，它并不能让新兴的工程教育工作者理解学术环境以及由此产生的文化、价值体系和约束。因此，许多新兴工程教育工作者感觉没有权力或有能力实施学术变革。此外，成功的变革推动者需要一些技能，例如战略思维、获得支持和建立战略伙伴关系，而这些技能不是传统新兴教育者经验的一部分。变革策略在组织心理学和行为学等其他学科的文献中已有详细记载，但尚未以严格、易于理解的方式纳入 STEM 教育的对话中。 “新兴工程教育者实现学术变革”研讨会满足了新兴工程教育者对基于研究的技能发展和协助制定变革计划的需求。通过针对特定主题（例如伙伴关系发展、产生支持、机构背景和身份发现）的有针对性的工作会议，参与者了解不同类型的学术机构背景和价值体系、他们的专业身份与文化背景和变革过程的相互作用，以及经过研究证明的在不同类型的学术机构发生大规模变革的策略。将自己视为变革推动者的新兴工程教育工作者应该努力采用变革推动者的性格和技能。本次研讨会将帮助这些教育工作者踏上工程教育创新者的道路，他们更有可能对其部门和项目产生积极影响。该研讨会涵盖了许多主题，例如：培养同事联盟和让校园发生改变。丰富多彩的实践活动旨在使参与者能够更好地了解个人和职业身份在既定学术价值体系和机构背景下的发展，并确定其个人学术环境的独特机会和限制，以制定扩大和实施学术变革愿景的策略。通过促进那些必须领导变革努力的人发展这些技能和心态，本次研讨会促进了 STEM 高等教育的有意义的变革。让新兴工程教育工作者参与研讨会强调了在职业生涯早期培养变革技能的重要性。作为这项研究的一部分，新兴工程教育工作者将接受有关他们当前或未来变革项目的采访，并将为其变革活动提供导师和支持。研讨会结束后，指导工作将继续进行，参与者在实施研讨会期间学到的 MACH 变革策略时，他们的项目进展将被跟踪。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。