Making Academic Change 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。改革的目标是课程和课程层面，重点放在教和学的方法上，并证明其有效性。虽然这些活动有益，但并没有促进战略--如激励、沟通、合作和说服--如果个人希望在更大、更制度化的层面上实施变革，这些战略是必要的。这些变革战略是众所周知的，但还没有以一种严格、可接受的方式纳入STEM教育。使学术变革发生(MACH)研讨会满足了对基于研究的技能发展的需求，并在制定变革计划方面提供帮助。通过针对特定主题的有针对性的工作会议，参与者学习在其家庭校园中实现大规模变革的经过研究验证的策略。我们2016马赫研讨会的重点是新兴的工程教育者。研究生培训的主要经验是介绍和获得学科研究的能力。然而，我们已经确定，新的工程教育工作者的任务是开发新的课程、课程和计划。这些计划需要额外的技能或专业知识领域：建议、指导、课程开发、富有想象力的愿景、项目评估等。这些技能都不太可能在典型的工程学博士课程中涉及。出于这些原因，我们认为，把自己想象成变革推动者的新工程教育者应该努力采用变革推动者的性格和技能。参加Mach研讨会将帮助这些教育工作者开始他们作为工程教育创新者的道路。该研讨会的目的是1)帮助新兴的工程教育工作者学习和实践领导变革所需的技能，以及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有望成为典范项目，可作为其他希望实施类似想法的人的示范战略和流程。这些项目超越了单一的课堂，更多地关注在其校园内实施的STEM教育的基本流程、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。作为这项研究的一部分，我们将就他们的变革项目采访新兴的工程教育者，并为他们的变革活动提供指导和支持。研讨会结束后，我们将继续提供指导，并将跟踪他们在实施研讨会期间学到的Mach更改策略时更改项目的进展情况。

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. While beneficial, these activities have not fostered the strategies - such as motivation, communication, collaboration, and persuasion - that are necessary if individuals wish to enact change on larger, more institutional levels. These change strategies are well known but have not been brought into STEM education in a rigorous, accessible way. The workshop Making Academic Change Happen (MACH) fills the need for research-based skills development and assistance in creating a plan for change. Through targeted working sessions on specific topics participants learn research-proven strategies for making large scale change happen on their home campus. Our focus for the 2016 MACH Workshop is emerging engineering educators. The primary experience of graduate training is introduction to and acquiring competence in disciplinary research. We have determined, however, that new engineering educators are tasked with developing new courses, curricula, and programs. These initiatives require additional skills or areas of expertise: advising, mentoring, curriculum development, imaginative vision, program assessment, etc. None of these skills are likely addressed in a typical engineering Ph.D. curriculum. For these reasons, we argue that new engineering educators who envision themselves as change agents should work to adopt the disposition and skills of a change agent. Attending the MACH Workshop will help these educators start on their path as engineering education innovators.The purpose of this workshop is 1) to assist emerging engineering educators 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 used as example strategies and processes for others hoping to implement similar ideas. These projects reach beyond a single 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. As part of this research, we will interview the emerging engineering educators about their change projects and provide them with mentors and support for their change activities. We will continue to offer mentorship after the workshop is over, and we will keep track of their progress on their change projects as they implement the MACH change strategies they learned during the workshop.