Design and Development: Understanding the Contextual Factors that Impact Academic Change Through a Practice-Research Collaboration Supporting the NSF RED Projects

设计和开发：通过支持 NSF RED 项目的实践研究合作了解影响学术变革的背景因素

基本信息

批准号：
2005307
负责人：
Julia Williams
金额：
$ 24.36万
依托单位：
Rose-Hulman Institute of Technology
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2020
资助国家：
美国
起止时间：
2020-07-01 至 2023-06-30
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2005307&HistoricalAwards=false
关键词：
Design Development Understanding Contextual Factors

项目摘要

Within the science, technology, engineering, and mathematics (STEM) education community, we have seen repeated calls for changing the way we educate undergraduate students. And yet, despite many years of funding and development, change in STEM education is not pervasive. The purpose of this project is to prepare faculty engaged in Revolutionizing Engineering Departments (RED) projects to make academic change on their campuses, to build and support a consortium of RED teams, and to study the process of academic change. The project team, Revolutionizing Engineering Departments Participatory Action Research (REDPAR), represents a unique practice-research partnership that links practical, applied faculty development focused on making academic change with research on the impact of contextual factors on academic change projects and the diffusion of change tactics. The project will provide a practical changemaking curriculum deployed through monthly RED Consortium calls, the annual RED Consortium Meeting, individualized consulting, and the publication of REDPAR Tip Sheets. In addition, the project includes the development of a new RED Start Up Session, a full-day introduction to academic changemaking for RED teams in their first year of funding. With the addition of the Adaptation track to the RED Program, there is an opportunity to provide specific development support to teams that are adapting existing academic change programs to their own contexts. The research will use abductive qualitative analysis through the theoretical frameworks of political opportunity theory, social movement schools, and social network theory. These findings will improve our understanding of the role of contextual factors, a key to improving change agents’ ability to predict which change tactics are likely to be most effective within their local institutional environment. The practice-research collaboration will enable both Rose-Hulman Institute of Technology and the University of Washington to contribute to the national conversation on how to make academic change happen.While the need for systemic change in STEM higher education is clear, it has also proven difficult to achieve in a sustainable manner. Even when one department or institution has success with a change project, these changes might not be adopted by other institutions, resulting in small-scale rather than systemic changes. In order to address this problem, this research will examine how contextual factors influence the adaptation of change strategies. This research will examine how the RED teams learn from both the practice side of REDPAR as well as each other, to gain insight into how contextual factors influence the diffusion of change tactics. With regard to research, the project team will tackle new research areas that focus on the role of contextual factors on academic change projects, including 1) contextual factors that may explain variations in strategy and outcomes across the RED teams; 2) contextual factors that influence the adoption of change tactics taught by a social movement school (i.e., the Making Academic Change Happen curriculum); 3) the types of academic change tactics that are highly transferable between higher education institutions; and 4) the contextual factors that impact the transfer of academic change tactics between institutions. Our research will increase our understanding of how to leverage social networks to propagate change projects effectively. This project will share results from the research conducted with RED teams to the higher education community. By broadly sharing these results, as well as the change curriculum, we see high potential for replication by non-RED departments.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

在科学、技术、工程和数学 (STEM) 教育界，我们不断呼吁改变本科生的教育方式。然而，尽管经过多年的资助和发展，STEM 教育的变革并未得到普遍接受。该项目的目的是培养参与革命工程系 (RED) 项目的教师，以在其校园内进行学术变革，建立和支持 RED 团队联盟，并研究学术变革的过程。参与性行动研究（REDPAR）代表了一种独特的实践研究伙伴关系，它将注重学术变革的实用、应用型教师发展与背景因素对学术变革项目的影响和变革策略的传播的研究联系起来。该项目将提供实用的方法。通过每月 RED 联盟电话会议、年度 RED 联盟会议、个性化咨询和 REDPAR 提示表的发布来部署变革课程。此外，该项目还包括开发新的 RED 启动会议，即全天介绍学术变革。对于红色通过在 RED 项目中添加适应轨道，我们有机会为正在适应现有学术变革项目以适应其自身背景的团队提供具体的发展支持。该研究将使用溯因定性分析。通过政治机会理论、社会运动学派和社会网络理论的理论框架，这些发现将增进我们对情境因素作用的理解，这是提高变革推动者预测哪些变革策略可能最有效的能力的关键。在当地的制度环境内。实践与研究合作将使罗斯-霍曼理工学院和华盛顿大学能够为如何实现学术变革的全国性对话做出贡献。虽然 STEM 高等教育系统性变革的必要性是明确的，但事实证明这也很困难即使一个部门或机构的变革项目取得了成功，这些变革也可能不会被其他机构采用，从而导致小规模而不是系统性的变革。为了解决这一问题，本研究将。这项研究将研究背景因素如何影响变革策略的适应。研究 RED 团队如何从 REDPAR 的实践方面以及彼此之间学习，以深入了解背景因素如何影响变革策略的传播。在研究方面，项目团队将解决专注于变革策略的新研究领域。背景因素对学术变革项目的作用，包括 1) 可以解释 RED 团队策略和结果差异的背景因素；2) 采用社会运动学校教授的变革策略的背景因素（即“学术化 3”））高等教育机构之间高度可转移的学术变革策略的类型；4）影响学术变革策略在机构之间转移的背景因素我们的研究将加深我们对如何利用社交网络有效传播变革项目的理解。该项目将向高等教育界分享与 RED 团队进行的研究结果，通过广泛分享这些结果以及变革课程，我们看到非 RED 部门复制的巨大潜力。该奖项反映了 NSF 的法定使命和使命。通过使用评估被认为值得支持基金会的智力价值和更广泛的影响审查标准。

项目成果

期刊论文数量（3）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Let's Write About Impact!: Creating Persuasive Impact Statements to Disseminate and Propagate RED Research

让我们写下影响吧！：创建有说服力的影响陈述来传播和宣传 RED 研究

DOI：
发表时间：
2021
期刊：
2021 ASEE Virtual Annual Conference
影响因子：
0
作者：
Williams, J. M.;Margherio, C.;Andrijcic, E.;Litzler, E.;Mohan, S.
通讯作者：
Mohan, S.

The RED Teams Start-Up Session: Leveraging Research with Practice for Success in Academic Change

红色团队启动会议：利用研究与实践取得学术变革的成功

DOI：
10.18260/1-2--35360
发表时间：
2020
期刊：
2020 ASEE Virtual Annual Conference Content Access
影响因子：
0
作者：
Williams, Julia;Mohan, Sriram;Andrijcic, Eva;Margherio, Cara;Litzler, Elizabeth;Doten-Snitker, Kerice
通讯作者：
Doten-Snitker, Kerice

Developing a Shared Vision for Change: Moving toward Inclusive Empowerment