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ADVANCE and Beyond: Understanding Processes of Institutional Change to Promote STEM Equity and Education

进步与超越：了解促进 STEM 公平和教育的制度变革过程

基本信息

批准号：
2100242
负责人：
Sandra Laursen
金额：
$ 200万
依托单位：
University of Colorado at Boulder
依托单位国家：
美国
项目类别：
Continuing Grant
财政年份：
2021
资助国家：
美国
起止时间：
2021-08-01 至 2025-07-31
项目状态：
未结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2100242&HistoricalAwards=false
关键词：
ADVANCE Beyond Understanding Processes Institutional

项目摘要

ADVANCE and Beyond: Understanding Processes of Institutional Change to Promote STEM Equity and EducationThis research has significance in seeking to provide evidence-based support to scholars and practitioners who are working to promote systemic institutional change in STEM higher education. To solve stubborn problems that lead to inequitable outcomes, such as biased faculty tenure and promotion processes, uneven leadership opportunities, and hostile departmental climates, requires more than a single intervention. Because these problems are embedded in complex higher education systems, taking a systemic approach means deploying multiple levers for change and combining these interventions strategically. The research team will study processes of organizational change in order to fill the gap between broadly conceived organizational change theories and practical implementation of processes and interventions in specific institutional change efforts to advance STEM equity and education. Improved understanding of these essential change processes will help to link change theories, goals, and interventions in ways that strengthen the outcomes of such efforts. With robust research findings to guide their work, change leaders can better promote, connect, and sustain the particular change interventions they have designed; engage leaders and stakeholders; and respond to resistance or setbacks. The goals of the study are to characterize important scaffolding processes that support and link a suite of specific change interventions into comprehensive change plans, thereby enhancing their synergistic effects and deepening institutional impact. The research team will analyze projects supported by NSF's ADVANCE Institutional Transformation (IT) program, which have developed portfolios of interventions to address the multi-faceted sources of gender inequity on STEM faculties. Because these projects already draw on a well-established body of interventions that identify “what to do,” they serve as good study sites to learn “how” such change work can best be accomplished. Using documents, interviews, and interactive focus groups that we call Structured Expert Enquiry Dialogues, the study aims to identify, analyze, and explain scaffolding processes as seen in equity-directed change projects. The research team members will then deepen and test their understanding of these processes with experienced change leaders of equity-directed change projects both within and beyond ADVANCE, thereby exploring the transferability of this new knowledge. The research findings will emphasize processes that facilitate institutional transformation toward full and equitable participation of diverse faculty, and the roles of both formal and informal organizational factors that may encourage or inhibit inclusion in the academic workforce. Communication of the results in conferences and journals will target scholars who can connect new theory about scaffolding processes to studies of other STEM education change projects. Dissemination through workshops, webinars, and the web-based StratEGIC Toolkit, in partnership with the Science Education Research Center, will target change agents who carry out work on faculty-based institutional change to improve STEM education and broaden participation, whether through projects similar to ADVANCE or those that address student experiences such as ineffective teaching, disengaged learning, and exclusionary environments.This project is funded by the EHR Core Research (ECR) program, which supports work that advances fundamental research on STEM learning and learning environments, broadening participation in STEM, and STEM workforce development.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.

进步与超越：理解制度变革的过程以促进STEM公平和教育本研究对致力于推动STEM高等教育系统性制度变革的学者和实践者提供循证支持具有重要意义。要解决导致不公平结果的顽固问题，例如有偏见的教师终身教职和晋升过程、不均衡的领导机会和充满敌意的院系氛围，需要的不仅仅是单一的干预。由于这些问题根植于复杂的高等教育系统中，采取系统的方法意味着要为变革部署多个杠杆，并将这些干预措施战略性地结合起来。研究小组将研究组织变革的过程，以填补广泛构思的组织变革理论与具体机构变革努力中的过程和干预措施的实际实施之间的差距，以促进STEM公平和教育。对这些基本变革进程的更好理解将有助于将变革理论、目标和干预措施联系起来，以加强此类努力的成果。有了强有力的研究结果来指导他们的工作，变革领导者可以更好地促进、联系和维持他们设计的特定变革干预措施；让领导者和利益攸关方参与进来；以及应对阻力或挫折。这项研究的目标是确定支持一套具体的改革干预措施并将其与全面的改革计划联系起来的重要的脚手架进程的特点，从而加强它们的协同效应和深化体制影响。研究小组将分析NSF高级机构转型(IT)计划支持的项目，该计划开发了一系列干预措施，以解决STEM学院性别不平等的多方面根源。因为这些项目已经利用了确定“做什么”的一系列成熟的干预措施，所以它们是学习“如何”最好地完成这样的改变工作的很好的学习场所。使用文件、访谈和我们称为结构化专家咨询对话的互动焦点小组，该研究旨在确定、分析和解释股权导向的变革项目中看到的脚手架流程。然后，研究团队成员将加深和测试他们对这些过程的理解，并与经验丰富的股权导向改革项目的领导者一起提前进行测试，从而探索这一新知识的可转移性。研究结果将强调促进机构转型的过程，以实现不同教职人员的充分和平等参与，以及可能鼓励或阻碍学术队伍包容的正式和非正式组织因素的作用。在会议和期刊上传播结果将针对那些能够将关于支架过程的新理论与其他STEM教育变革项目的研究联系起来的学者。通过研讨会、网络研讨会和基于网络的战略工具包，与科学教育研究中心合作，将以开展以教员为基础的制度变革工作的变革推动者为目标，以改善STEM教育并扩大参与，无论是通过类似Advance的项目，还是通过那些解决学生体验的项目，如无效的教学、脱离学习和排斥环境。该项目由EHR核心研究(ECR)计划资助，该计划支持推进STEM学习和学习环境的基础研究，扩大对STEM的参与，这一奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。