Making Academic Change Happen for Emerging Engineering Educators (Workshop Proposal)

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。2017马赫研讨会的焦点群体是新兴工程教育者。研究生培训的主要经验将被引入学科研究，然后被提供获得进一步能力的手段。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。本次研讨会的目的是帮助新兴的工程教育工作者：1)学习和实践领导变革所需的技能，2)围绕推进变革项目所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，新兴的工程教育工作者将就他们的变革项目接受采访，并为他们的变革活动提供指导和支持。研讨会结束后，将继续提供导师服务。随着他们实施在研讨会上学到的马赫变化战略，他们在变化项目上的进展也将被跟踪。

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 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 focus group for the 2017 MACH Workshop is emerging engineering educators. The primary experience of graduate training is to be introduced to disciplinary research and then be provided with a means to gain further competence. 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 believe 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 to assist emerging engineering educators in: 1) learning and practicing skills needed to lead change, and 2) preparing 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 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, the emerging engineering educators will be interviewed about their change projects and provided with mentors and support for their change activities. Mentorship will continue to be offered after the workshop is over. The progress on their change projects will also be tracked as they implement the MACH change strategies they learned during the workshop.