Making Academic Change Happen Workshop

STEM教育缺乏系统性改革，这表明STEM教育界迄今所采取的办法存在一个重要问题。变革的目标是课程和课程层面，重点是教和学的方法，并证明它们的有效性(Borrego，Froyd，&Amp；Hall，2010)。这些活动虽然有益，但并没有促进基本的战略、动机、沟通、合作和说服，这些都是在更大、更制度化的层面上进行变革的基础。这些变革策略在组织心理学和行为学等其他学科的文献中都有很好的记载，但并没有以一种严格、容易理解的方式纳入STEM教育的对话中。使学术变革发生(MACH)研讨会满足了学术界对基于研究的技能发展和协助制定变革计划的需求。通过针对特定主题的有针对性的工作会议(例如，合作伙伴关系发展、获得认可、机构背景和身份发现)，参与者可以学习在其家庭校园实现大规模变革的经过研究验证的策略。Mach研讨会帮助教师超越他们特定的课堂，实现所需的系统性变革，以推动STEM教育与国家声音的协调一致(例如，美国国家工程院2020年度工程师奖；奥巴马总统的教育创新计划；AAU的本科STEM教育计划)。通过专注于战略、计划和制度框架，Mach研讨会的参与者成为变革推动者。典型的学院或大学教职员工并没有接受变革推动者的培训，但政策、管理人员和学生正在呼吁变革，特别是在STEM领域。本研讨会的目的是：1)帮助教员学习和练习领导变革所需的技能；2)围绕推进变革项目所必需的各种主题准备工作文件。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，这次研讨会促进了STEM高等教育的有意义的变革。研讨会参与者提出的变革项目预计将成为模式项目，可以为其他希望实施类似想法的人挖掘范例、战略和流程。这些项目超越了单个教员的课堂，更多地关注在其校园内实施的STEM教育的基本过程、方法或理念。通过在该机构的背景下工作，在Mach研讨会期间培训的变革推动者将对STEM的学生体验产生积极影响。

The lack of systemic change in STEM education points to an important problem with the approach that the STEM education community has pursued thus far. Change has been targeted at the course and curriculum levels, focusing on teaching and learning methods and proving their efficacy (Borrego, Froyd, & Hall, 2010). While beneficial, these activities have not fostered the underlying strategies, motivation, communication, collaboration, and persuasion that are the foundation for change on larger, more institutional levels. These change strategies are 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 workshop Making Academic Change Happen (MACH) fills the need of academics 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 research-proven strategies for making large scale change happen on their home campus. The MACH workshop helps faculty reach beyond their specific classrooms to effect the systemic change needed to advance STEM education consistent with a concert of national voices (for example, the National Academy of Engineering's Engineer of 2020; President Obama's Educate to Innovate program; AAU's Undergraduate STEM Education Initiative). By focusing on strategies, plans, and the institutional framework, participants in the MACH workshop become change agents.A typical college or university faculty member is not trained as a change agent, yet policy, administrators, and students are calling for change, especially in STEM fields. The purpose of this workshop is 1) to assist faculty members in learning and practicing skills needed to lead change, and 2) prepare working documents around a variety of topics that are necessary to advance a change project. 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. The change projects advanced by the workshop participants are expected to become model programs that can be mined for examples strategies and processes for others hoping to implement similar ideas. These projects reach beyond a single faculty member's classroom, focusing more on the underlying processes, approaches, or philosophy of STEM education enacted on their campus. By working within the institution's context, the change agents trained during the MACH workshop will positively impact the student experience of STEM.