Transcript ColbeckTalk
Diversifying Change in Undergraduate STEM Education Carol L. Colbeck University of Massachusetts Boston Core values & assumptions Keep focus on learning Student Faculty Organizational Students know a lot about their own learning All learning occurs in a complex system Begin with the end in mind Process Theories of Organizational Development and Change Van de Ven and Poole, 1995 EVOLUTION Multiple Entities Variation Selection DIALECTIC Retention Thesis Conflict Synthesis Antithesis UNIT OF CHANGE LIFE CYCLE TELEOLOGY Stage 4 (Terminate) Single Entities Dissatisfaction Stage 1 (Start-up) Stage 3 (Harvest) Set/Envision Goals Stage 2 (Grow) Prescriptive Search/ Interact Implement Goals MODE OF CHANGE Constructive Research questions point toward levers for change What should new graduates have learned? How should we teach so students will have learned? What should we keep in mind to enhance learning for ALL students? What motivates faculty to foster engaged learning for all students? How do organizational contexts shape faculty motivation/behavior? How is change effected and sustained? Enhancing Faculty Contributions to Student Learning State Policies Higher Education Institutions • Regulations • Incentives • Funding Allocations • Mission • Governance • Resources • Policies Faculty Teaching • Capability Beliefs • Context Beliefs Departments • Workload Policies • Decision-making • Role of Chair • Norms & Values Disciplines ‹ # › C. L. Colbeck • High/Low Consensus • Pure/Applied Student Perceptions of Learning •Content •Skills •Integration •Application •Attitudes CSHE 09/25/99 States, Institutions, and Disciplines University of Tennessee at Knoxville University of Texas at Austin Ohio State University Tennessee Technological University University of Texas at San Antonio Youngstown State University Fisk University Austin College ‹ # › C. L. Colbeck Wilberforce University E n g i n e e r i n g L i t e r a t u r e B u s i n e s s P h y s i c s CSHE 09/25/99 Enhancing Faculty Contributions to Learning Productivity (Colbeck, Fairweather, Brown, Beach, 2001) • What should students learn? • How should faculty teach to enhance student learning? • What factors enhance / constrain teaching for effective student learning? • How do levers for change identified in our case studies differ from current policies? ‹ # › C. L. Colbeck CSHE 09/25/99 Content learned /taught • What content should students learn? – – – – ‹ # › Foundations Principles / Ideas Theories Core skills C. L. Colbeck • How should faculty teach to enhance content learning? – Use variety of teaching methods – Ask questions – Check for understanding – Explain processes – Give demonstrations – Provide real-world examples, context – Assign group projects – Engage students individually CSHE 09/25/99 Skills learned / taught • What skills should students learn? – Communication • Written • Presentation • Interpersonal – Problem solving / analysis – Critical thinking – Computer – Management – How to learn ‹ # › C. L. Colbeck • How should faculty teach to enhance skill learning? – Assign: • Writing • Problem sets • Presentations • Group work • Open-ended problems – Provide detailed feedback – Engage students individually CSHE 09/25/99 Integration learned / taught • Ways students should integrate what they have learned? – Relate concepts within disciplines – Relate ideas across disciplines – Relate content to real world ‹ # › C. L. Colbeck • Teaching to enhance students’ ability to integrate what they have learned – Show how concepts, theories are similar – Relate lecture to lab – Assign real world problems – Team teach CSHE 09/25/99 Application learned / taught • Ways students should apply what they have learned – – – – ‹ # › To personal life To further education To career To citizenship C. L. Colbeck • Teaching to enhance students’ ability to apply what they have learned – – – – – Assign real world problems Coach, provide direction Bring in guest speakers Collaborate with industry Provide internships, coops CSHE 09/25/99 Attitudes learned / taught • Attitudes students should develop about learning – – – – – – ‹ # › Learning is for life Enroll in further education Excitement Persistence Confidence Curiosity C. L. Colbeck • Teaching to encourage positive attitudes about future learning – – – – Serve as a role model Care about students Care about subject Discuss own research, practical experience – Involve students in research CSHE 09/25/99 How contexts enhance or constrain teaching for effective learning • How context enhances – – – – – Peer communication Meaningful rewards Involvement in planning Flexible workload Time for teaching improvement – Resources (equipment, facilities) ‹ # › C. L. Colbeck • How context constrains – – – – Inadequate resources Service demands Mixed messages Research rewarded by reduced teaching load – Graduate teaching given priority CSHE 09/25/99 Current policies vs. levers for change • Focus on teaching inputs • Emphasize efficiency • Reward research and teaching separately • Focus on rewards or regulations • Insulate faculty from external pressures • Focus on learning outcomes • Emphasize effectiveness • Encourage integration of teaching and research • Involve faculty in planning • Encourage faculty/student involvement in community – Scholarly – Professional – Geographic ‹ # › C. L. Colbeck CSHE 09/25/99 Research questions point toward levers for change What should new graduates have learned? How should we teach so students will have learned? What should we keep in mind to enhance learning for ALL students? What motivates faculty to foster engaged learning for all students? How do organizational contexts shape faculty motivation/behavior? How is change effected and sustained? Focus on Students’ Self-perceptions Self-perceptions predict students’ choice of major academic performance retention in college and in major choice of career better than “objective” measures of ability. 16 Enhancing self-efficacy to reduce stereotype threat Stereotype threat: vulnerability of being judged by widely-held negative assumptions about a group to which one belongs (Steele & Aronson, 1995) Self-efficacy: beliefs about one’s capabilities to produce designated levels of performance (Bandura, 1977). Sources: Enactive mastery experiences Modeling influences Social persuasion Affective arousal Upward Bound in Geosciences (Baber, Pifer, & Colbeck, 2007) Sustained positive experiences are important New students’ self efficacy declined, even though their interest in Geosciences increased, and they perceived faculty members as positive role models Returning students self-efficacy increased Variables associated with gaining confidence to become an engineer (Colbeck, Cabrera, Terenzini, 2001) Female Students Male Students Instructor makes expectations & explanations clear Feedback from and interaction with instructor Collaborative Learning Collaborative Learning Being an upper division student 19 Research questions point toward levers for change What should new graduates have learned? How should we teach so students will have learned? What should we keep in mind to enhance learning for ALL students? What motivates faculty to foster engaged learning for all students? How do organizational contexts shape faculty motivation/behavior? How is change effected and sustained? Faculty Motivation to Use Alternative Teaching Practices Carol L. Colbeck [email protected] Alberto F. Cabrera Robert J. Marine [email protected] Center for the Study of Higher Education The Pennsylvania State University 400 Rackley Building University Park, PA 16802 Demographics Motivation Goals for teaching Experience Capability beliefs (Skills) Context beliefs • Likely rewards Teaching Practices • Adequate resources Group/design projects Traditional methods Faculty Motivation to Use Alternative Teaching Practices Colbeck/Marine Copyright© 2002 Predictors of Alternative Faculty Teaching Practices Group / Design Projects Traditional Methods DEMOGRAPHIC CHARACTERISTICS Rank + - Ethnicity (p<.05) (p<.01) EXPERIENCE Reform involvement + + Industrial (p<.01) (p<.01) Colbeck/Marine Copyright© 2002 Predictors of Alternative Faculty Teaching Practices Group / Design Projects Traditional Methods TEACHING GOALS Teamwork & lifelong learning + Teamwork & lifelong learning (p<.001) Eng. Science fundamentals (p<.05) (p<.01) Eng. Science fundamentals + (p<.05) CAPABILITY BELIEFS Interpersonal communication + Ill-defined problem solving (p<.01) Formal communication (p<.05) Computer/lab resources (p<.001) + (p<.001) CONTEXT BELIEFS Administrative resources - Administrative resources + + (p<.05) (p<.01) Colbeck/Marine Copyright© 2002 Implications Model has strong explanatory power because – – It is grounded in integrative motivation systems theory (MST) (Ford, 1992) Operationalized concepts are specific & relevant to faculty experience Three ways to motivate faculty to use active & collaborative teaching practices – – – Organize context to promote related goals Provide appropriate resources Support development of associated skills: ill-defined problem solving and interpersonal skills Colbeck/Marine Copyright© 2002 Research questions point toward levers for change What should new graduates have learned? How should we teach so students will have learned? What should we keep in mind to enhance learning for ALL students? What motivates faculty to foster engaged learning for all students? How do organizational contexts shape faculty motivation/behavior? How is change effected and sustained? Assessing Institutionalization of Curricular and Pedagogical Reforms (Colbeck, 2002) • PROBLEM: “Will reform lead to permanent change? If you remove the money or the person, will change be sustained?” • (Associate Dean, public university) • GOAL: To develop and test a model for assessing whether recent pedagogical and curricular reforms will last after external funding ends ‹ # › Colbeck CSHE 5/00 Phase 1: Model Development --Methods • Interviews with 200 administrators, faculty, & staff at seven ECSEL schools – How did shift in ECSEL goals after Year 6 affect institutionalization of Year 1-5 goals? – Own involvement with ECSEL – Perceived congruence between own, ECSEL, and engineering school goals • Analyzed for indicators of institutionalization ‹ # › Colbeck CSHE 5/00 Reforms are most likely to last when: • Schools elect early ABET review • Reformed courses are funded from operating budgets • Reformed courses are required • Administrators provide practical & financial support • Many tenure-track faculty teach reformed courses • Faculty incorporate reform practices in other courses ‹ # › Colbeck CSHE 5/00 Institutionalization: Process by which a new structure or practice is incorporated into a system of existing structures or practices (Scott, 1995) REGULATIVE NORMATIVE COGNITIVE BASES OF COMPLIANCE Expedience Social Obligation Taken for granted ENFORCEMENT MECHANISMS Rules Sanctions Norms Values Cultural support Prevalence INDICATORS Accreditation Faculty beliefs Operating budget Administrator support & involvement Curricular requirement Faculty support & involvement Faculty behaviors Evaluation criterion ‹ # › Colbeck CSHE 5/00 Institutionalization Process Model FACULTY CHANGES REGULATIVE INDICATORS a. Accreditation b. Operating budget c. Curricular requirements d. Reward criteria NORMATIVE INDICATORS e. Administrator involvement & support f. Faculty involvement & support COGNITIVE INDICATORS g. Faculty beliefs h. Faculty behaviors ‹ # › Colbeck TEACHING / CURRICULUM • Use of design • Use of groups SENSITIVITY • Needs of women • Needs of minorities CSHE 5/00 Model testing: Methods • Interviews with deans, chairs, & PI’s – Years to ABET review – ECSEL courses required for graduation • Course/program reports – ECSEL courses as % of total courses – % Operational and % external funding for ECSEL courses – % Admin, tenure track faculty teaching ECSEL courses • Faculty survey (291 of 663 for 44% response rate) – – – – ‹ # › Perceived support for teaching Beliefs about student learning Student-centered and computer-aided teaching practices Changes in teaching methods and in sensitivity to diverse students Colbeck CSHE 5/00 Probability of increased use of design projects due to different levels of use of studentcentered practices and ECSEL involvement 1 0.9 0.8 0.7 0.6 0.5 0.4 0.3 0.2 nonECSEL ECSEL low moderate high Use of student-centered teaching practices ‹ # › Colbeck CSHE 5/00 Effect of perceived support for teaching on probability of increased faculty sensitivity to needs of women and minority students 0.9 0.8 0.7 0.6 0.5 0.4 0.3 0.2 ‹ # › Colbeck much support moderate support little support no support women minorities CSHE 5/00 Overcoming Hollowed Collegiality (Massy, Wilger, & Colbeck, 1992) Characteristics of departments that support effective teaching Supportive culture Frequent interaction Tolerance of differences Generational equity Workload equity Course rotation Peer & student evaluation of teaching Balanced incentives Consensus decision making Effective department chairs Four-Square Typology of Change Categories CURRICULUM & PEDAGOGY REFLECTIVE TEACHERS POLICY SHARED VISION Environments & Structures ASPECT OF SYSTEM TO CHANGE Individuals Henderson, Beach, Finkelstein, & Larson, 2008 Prescribed INTENDED OUTCOME Emergent Applying research to practice at UMass Boston Strategic planning Using accreditation as lever for engaging faculty in curricular reform and more active evaluation of own programs Focus on learning outcomes for all students Emphasize effectiveness Building capacity rather than using mandates or offering new incentives Involving faculty in articulating mission, setting goals Engaging students, alums in planning Hiring (STEM Ph.D.s, MS and/or BS, ethnic & gender diversity) professional development to enhance skills and confidence of current faculty Getting involved and celebrating faculty involvement Proposals for study of minority student success in STEM Chairing university-wide STEM Education research effort Applying research to practice at UMass Boston Encouraging communication, collaboration within college, across university Frequent formal and informal meetings Conflict about substance OK Encouraging agency, regardless of rank or tenure Transparency about merit pay, tenure review criteria Weights, justifications for merit Encourage integration of research, teaching, and community engagement UMass Boston GCE Mission The Graduate College of Education (GCE ) generates knowledge, fosters engaged learning, promotes social justice, and empowers students, educators, other professionals, and community members through teaching, research, evaluation, and public service. The urban setting of the University of Massachusetts Boston informs -- and is informed by -- GCE efforts to fulfill the academic and civic purposes of education in a diverse democracy. Teaching for Professional Competence Model Teaching Practices Competency Gains Students’ Pre-course Characteristics •Ability •Aspirations •Parental Education •Ethnicity •Gender •Instructor Interaction & Feedback •Clarity & Organization •Collaborative Learning •Group skills •Problem Solving Skills •Occupational Awareness Self Perception Gains Classroom Climate •Faculty •Peers •Intent to Persist •Sense of Responsibility •Expected Grade •Confidence •Motivation 41 National & State Context •Funding •Student demand Institutional Context A •Mission Structure •Resource allocation Norms/values Faculty Characteristics •Personality traits •Abilities •Motivation Teaching/Research Activities •Research mentoring •Teaching informed by research •Scholarship of Teaching •Inquiry-based Learning Institutional Context B Faculty Evaluation Desired Outcomes •New Knowledge •Student Learning •Next Generation Measured Outcomes •Number of Publications •Student Ratings of Teaching Intervening Variables •Number of Publication Outlets •Reviewers’ Taste •Students’ Characteristics With whom did we talk ? Central Administrators Deans Chairs Faculty - Business Faculty - Literature Faculty - Engineering Faculty - Physics Student Groups Total ‹ # › C. L. Colbeck 20 25 38 64 66 46 50 29 338 CSHE 09/25/99