Matz Rebecca L, Jardeleza Sarah E
CREATE for STEM Institute, Michigan State University, East Lansing, MI 48824
CREATE for STEM Institute, Center for Integrative Studies in General Science, Michigan State University, East Lansing, MI 48824.
CBE Life Sci Educ. 2016 Winter;15(4). doi: 10.1187/cbe.15-10-0222.
Undergraduate science, technology, engineering, and mathematics (STEM) education reform continues to be a national priority. We studied a reform process in undergraduate biology at a research-intensive university to explore what leadership issues arose in implementation of the initiative when characterized with a descriptive case study method. The data were drawn from transcripts of meetings that occurred over the first 2 years of the reform process. Two literature-based models of change were used as lenses through which to view the data. We find that easing the burden of an undergraduate education reform initiative on faculty through articulating clear outcomes, developing shared vision across stakeholders on how to achieve those outcomes, providing appropriate reward systems, and ensuring faculty have ample opportunity to influence the initiative all appear to increase the success of reform. The two literature-based models were assessed, and an extended model of change is presented that moves from change in STEM instructional strategies to STEM organizational change strategies. These lessons may be transferable to other institutions engaging in education reform.
本科科学、技术、工程和数学（STEM）教育改革仍是国家优先事项。我们研究了一所研究型大学本科生物学的改革过程，采用描述性案例研究方法来探究该倡议实施过程中出现了哪些领导问题。数据取自改革过程头两年举行的会议记录。我们使用了两种基于文献的变革模型作为视角来审视这些数据。我们发现，通过阐明明确的成果、在利益相关者之间就如何实现这些成果形成共同愿景、提供适当的奖励制度以及确保教师有充分机会影响该倡议，来减轻本科教育改革倡议给教师带来的负担，似乎都能提高改革的成功率。我们评估了这两种基于文献的模型，并提出了一个扩展的变革模型，该模型从STEM教学策略的变革转向STEM组织变革策略。这些经验教训可能适用于其他进行教育改革的机构。
