Collaborative Research: Academic Change and the RED Community of Practice: Sustaining a Revolution Through Change Leadership and Research

尽管一再呼吁改善科学、技术、工程和数学(STEM)本科生的教育方式，但变革的进展缓慢是该项目重要性的基础。尽管已经提供了多年的资金和发展来帮助改进STEM教育，但STEM教育的变化并不普遍。传统、文化、结构和决策模式使高等教育有别于其他组织环境，并为创造系统性和可持续的变化带来了独特的挑战。该项目将为试图通过革命化工程部门(RED)赠款机制进行变革的变革领导者团队提供基于研究的实际支持。该项目将向参与RED项目的教职员工、研究生和工作人员介绍在校园发起、实施和维持学术变革所必需的知识和研究技能，建立和支持RED团队联盟，并研究学术变革的过程。该项目的目标是通过提供专业发展、实践社区和基于研究的信息来帮助变革领导者在知识、技能和资源方面的增长，从而使学术变革能够成功实施和持续。该项目团队名为革命化工程系参与性行动研究(REDPAR)，代表了罗斯-胡尔曼理工学院学术变革团队和华盛顿大学STEM公平评估与研究中心(CERSE)之间独特的实践-研究合作伙伴关系。这一伙伴关系将使REDPAR能够将专注于进行学术变革的实际、应用教师发展与确定RED项目中出现的重要变革实践的研究联系起来。该项目的成果将通过暑期教师发展研讨会和RED联盟年会来实现。学院将透过每两个月召开一次的RED联盟电话会议，为RED实践社区提供机会，分享经验和建议，并找出合作机会。REDPAR将为新的红色团队配对能够提供实用建议的导师(来自更有经验的红色队列)。研究小组将使用红色受赠者焦点小组和访谈数据来定性地检查1)组织背景对团队的重要性以及他们能够实现什么，2)持续的项目方面，以及机构学习机制、组织变革模型/理论和背景在项目制度化中所起的作用。该项目将与现在和以前的RED受赠者合作，以确保这项工作对STEM教育变革社区有用。随着RED社区学院的加入，该项目和该领域将深入了解背景在更广泛的高等教育生态系统中的作用。这个项目的发现将提高我们对高等教育系统变革制度化的理解，以及组织环境如何影响学术变革倡议的成功和可持续性。该奖项反映了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。

The slow progress for change despite repeated calls for improving the way undergraduate students in science, technology, engineering, and mathematics (STEM) are educated is the basis for this project’s importance. Although many years of funding and development have been provided to help make improvements, change in STEM education is not pervasive. Tradition, culture, structure, and decision-making patterns set higher education apart from other organizational settings and introduce unique challenges for creating systemic and sustainable changes. This project will enable the creation of research-based practical support for teams of change leaders trying to make change through the Revolutionizing Engineering Departments (RED) grant mechanism. The project will introduce faculty, graduate students, and staff serving on RED projects to knowledge and research-based skills that are necessary to initiate, implement, and sustain academic change on their campuses, build and support a consortium of RED teams, and study the process of academic change. The goals of the project are to help change leaders grow in knowledge, skills, and resources by providing professional development, a community of practice and research-based information, so that academic change can be successfully implemented and sustained. The project team, Revolutionizing Engineering Departments Participatory Action Research (REDPAR), represents a unique practice-research partnership between the Making Academic Change Happen team at Rose-Hulman Institute of Technology and the Center for Evaluation and Research for STEM Equity (CERSE) at the University of Washington. This partnership will enable REDPAR to link practical, applied faculty development focused on making academic change with research that identifies important change practices that emerge in RED projects. The outcomes of the project will be accomplished through summer faculty development workshops and during the RED Consortium Annual Meeting. The faculty will be further supported through bi-monthly RED Consortium calls which serve as opportunities for the RED Community of Practice to share experiences and advice, and identify opportunities for collaboration. REDPAR will match new RED teams with mentors (from more experienced RED cohorts) who can provide practical advice. The research team will use RED grantee focus groups and interview data to qualitatively examine 1) how organizational context matters for teams and what they have been able to achieve, and 2) the aspects of projects that have been sustained, and the role that institutional learning mechanisms, organizational change models/theories, and context play in project institutionalization. This project will partner with current and former RED grantees to ensure that the work is useful to the STEM education changemaking community. With the addition of the community colleges in RED, the project and therefore the field will gain insights into the role of context in the wider ecosystem of higher education. The findings from this project will improve our understanding of institutionalizing systemic changes in higher education, and how organizational contexts impact the success and sustainability of academic change initiatives.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.