WIDER: EAGER: SEEDing Evidence-Based Educational Practices? What Does It Take?

这个WIDER EAGER项目旨在更好地了解教师如何看待基于证据的教学实践，以及在整个组织中引入此类实践如何影响他们的思维。尽管有大量的投资和知识建设，许多基于证据的教学实践并没有被大多数STEM教师广泛使用。这至少在一定程度上是由于教师们对循证实践的思考方式，包括教学、学习和他们作为教师的责任。该项目正在实施一项引人注目的、机构级的基于证据的教学实践变革工作。一项针对STEM教师基于证据的教学实践模型的研究正在收集变革努力前后的数据，以衡量变革努力带来的随时间变化的差异。目前正在利用调查和一种基于模型引出活动的新访谈方法收集数据。这些方法有助于发现影响大规模变化的变量和杠杆点，以及这些点之间潜在的相互作用。本项目采用工程管理和组织变革文献来设计干预措施和相关的研究。它正在开发一种新的访谈方法，可能在未来的STEM教师变化研究中有用。该项目包括大学级别的管理人员，并将展示三所机构的组织变革，这可能会成为其他寻求改变STEM教师教学实践的机构的新模式。

This WIDER EAGER project is seeking to better understand how instructors think about evidence-based instructional practices and how introducing such practices across an organization influences their thinking. Despite significant investment and knowledge-building, many evidence-based instructional practices are not in wide use by a majority of STEM faculty members. This is at least in part due to the ways that faculty members think about evidence-based practices, including teaching, learning, and their responsibilities as instructors. This project is implementing a high-profile, institution-level evidence-based instructional practice change effort. A study of STEM faculty models of evidence-based instructional practices is collecting data before and after the change effort to gage differences over time as a result of the change effort. Data are being collected using surveys and a new interview method based on Model Eliciting Activities. These methods are helping to discover the variables and leverage points, as well as the potential interactions between these points, that effect wide-scale change. This project employs engineering management and organizational change literature to designing the intervention and associated research study. It is developing a new interview method which may become useful in future studies of STEM faculty change. This project includes university-level administrators and will demonstrate organizational change at three institutions, which may serve as a new model for other institutions seeking to change STEM faculty instructional practices.