Motivating Change in Faculty Teaching Practices to Support a Diverse Student Body in Engineering

工程学-其他(59)；评估/研究(91)大量研究表明，具体的教学实践可以提高学生的成功，并支持不同的学生群体的工程学。在许多机构，将这项研究转化为实际教学实践的速度一直很慢。该项目正在寻求在教学实践中产生变革性的变化。它基于一个战略模型，该模型假设，鼓励教师采用最有效的教学实践的努力将产生最大的影响，如果(1)基于对成功的教师教学实践的研究，(2)结合来自工程学院的本地证据，包括机构背景、工程学生的观点和工程教师的观点(关于他们自己的教学实践，这些实践如何影响学生学习，以及影响他们改变动机的因素)，以及(3)以制度变革模型、教师发展研究和学习理论的文献为基础。这是一个为期两年的项目，将促进关于如何影响大规模教职员工变化的知识。该项目由四个阶段组成：第一阶段：将问题与背景联系起来。它需要综合出版的关于支持多样化学生群体的教师教学实践的文献，并使用来自多个来源的数据将这些文献置于当地背景下。这些数据包括来自注册处的学生人口统计和学术数据，对学术顾问的采访，以及教授本科工程学课程的工程学教师的课堂观察。阶段2：了解学生的观点。它包括与所有学业成就水平的学生进行互动，以确定学生认为支持或阻碍他们在工程领域取得成功的教学实践。阶段3：理解教员的观点。它从对所有工程教师的调查开始，以对一些人的一对一采访结束，目的是：(A)确定教师对自己的教学实践的信念，以及这些实践如何影响学生的学习；(B)确定激励教师改变教学实践的因素。第四阶段(制定体制改革计划)建立在前三个阶段的基础上。它还将结合从发表的关于制度变革模型、教师发展研究和学习理论的文献中获得的知识。在项目结束时，一个教师行动小组将启动一种基于证据的变革模式，该模式有可能改变所有工科学生的教育体验。推动体制变革的循证办法可以作为其他机构的模式。对学生和教师数据的分析将有助于全国对工程教育问题的理解。

Engineering - Other (59); Assessment/Research (91)A great deal of research has shown that specific teaching practices can improve student success and support a diverse student body in engineering. Translation of this research to actual teaching practices has been slow at many institutions. This project is seeking to generate a transformative change in teaching practices. It is grounded in a strategic model that posits that efforts to encourage instructors to adopt the most effective teaching practices will have the greatest impact if they are (1) grounded in research about successful faculty teaching practices, (2) integrated with local evidence from the College of Engineering, including the institutional context, engineering student perspectives, and engineering faculty perspectives (about their own teaching practices, about how those practices affect student learning, and about factors that influence their motivation to change), and (3) informed by literature on institutional change models, faculty development research, and learning theory. This is a two year project that will advance knowledge of how to impact faculty change on a large scale. The project is comprised of four phases: Phase 1: Contextualize the problem. It entails synthesizing published literature about faculty teaching practices that support a diverse student body and situating that literature in the local context using data from multiple sources. The data include student demographic and academic data from the registrar, interviews with academic advisors, and classroom observations of engineering faculty who teach undergraduate engineering courses. Phase 2: Understand the student perspective. It is comprised of interactions with students at all levels of academic achievement to identify teaching practices perceived by students to support or hinder their success in engineering. Phase 3: Understand the faculty perspective. It begins with a survey all the engineering instructors and ends with one-on-one interviews with a few in order to: (a) to ascertain faculty beliefs about their own teaching practices and how these practices affect student learning and (b) to identify factors that motivate faculty to change their teaching practices. Phase 4 (Develop a plan for institutional change) builds on the first three phases. It will also incorporate knowledge derived from published literature on institutional change models, faculty development research, and learning theory. At the conclusion of the project, a faculty action team will be positioned to initiate an evidence-based change model that has the potential to transform the educational experience for all engineering students. The evidence-based approach to enabling institutional change may serve as a model for other institutions. The analyses of student and faculty data will contribute to the national understanding of issues in engineering education.