In Institutional titutional Tra ransf sforma ormation: tion: Models and Strategies of Institutional Change in Practices for Undergraduate Teaching and Research Sylvia Hurtado University of California, Los Angeles July 2017
10.0 12.0 14.0 0.0 2.0 4.0 6.0 6.0% 8.0 Trends in student interest in the Biological Sciences reported .0% .0% .0% .0% .0% .0% .0% 1971 1972 1973 1974 1975 1976 1977 at the beginning of their freshman year 1978 1979 1980 1981 1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 To Total White/ URM UR hite/Asia tal Asian
Of students who aspired to major in the biological sciences in the beginning of their freshman year, what is their final major? Other er major or, , 11. 1.8 Educat ation, on, 2.5 Healt lth Pre- profession essional, al, 4.4 Biologic ological al Science, ence, Other er STEM M , 5 5.0 42.7 42.7 Busi siness, ness, 5.5 Agriculture culture, 6.0 Social al Sciences, nces, 6.8 Psychol chology ogy, , 7.3 Arts & H Humani anities, es, 8.0
Biomedical Science Completion versus Completion in Another Field of Study 6 th year (30, 614 biology aspirants, 296 colleges) Prior r Preparation paration Average high school GPA + Student-centered pedagogy factor + SAT composite score (100) + Years of HS study: Mathematics or Biological science + Entering Aspirations and Expectations Communicate regularly with professors + TFS Academic Self-Concept + Ph.D./Ed.D. degree aspiration + Medical degree aspiration + Grading on a curve -
Different Models of Institutional Change
Step eps s in th the e Adoption option of of Inno novations ations Rogers, Diffusion of Innovations , Free Press, 2003 Confirmation Knowledge Persuasion Decision Implementation Awareness Convincing Weighing Limited or Action Leads of One or More Pros and Broad Scale, To Motivation Evidence- to Learn or Try Cons Trying it Out ----------------------- based --------------- Favorable to Research to Practice Research Change Compare Results Wieman “bring the teaching and research aspects of the culture much closer together “ to facilitate change in Impro proving ving How w Un Univer ersit sities ies Teac ach h Sc Science ce (2017)
C. Henderson, A. Beach, & N. Finkelstein, 2011, Facilitating Change in Undergraduate STEM Instructional Practices: An Analytic Review of the Literature, Journa ournal l of Resear search h in Sc n Science nce Teaching , 48, 8, 952-984
How Ho w Tal alent nt is is Cultiv ltivat ated ed Some faculty actively thought about how their teaching practices contribute to the academic success of students The first and most important lesson I’ve learned is to apprec reciat iate e the diffic iculty ulty that at some e stud uden ents ts have with h the material erial and to make sure re that they don’t feel judged for the difficulty that they’re having, to express the idea that some of this material is challenging, it is different from anything that they’ve had before. Some of it is not intuitive, and that’s okay. It’s okay to struggle with it, and many people do. They won’t be judged harshly for not getting it right away. ─ Professor in Ecology and Evolutionary Biology, Introductory Classroom Data
Institutio itutional nal Resource ces s or P r Policie icies s that Supp pport t Faculty culty in Cultiv ivati ating ng Tale lent nt Change efforts must be multi-level and multi-strategy One of the things that I pushed throughout [my career] was that we have to get this from many different levels. We have to train junior faculty. We have to try to implicate senior faculty. We have to train the next generation of post-docs and graduate students. We have to provide grant incentives. We have to provide awards. We have to provide negative reinforcement for the other ways [that reduce STEM success]. Just in every angle, I see different ways of either rewarding or discouraging the behaviors we either want or don't want respectively. – Biology Professor , Pioneer Data
Structure in Place: Still Requires Change Leadership There was a lot of opposition from other units who thought that these active learning classrooms were a fad, a waste of time, and didn’t believe the data that showed that it was very effective for student learning. That’s how the building got to be [with key champions], and as with anything new, there were bumps in the road, and there was student resistance at the beginning….It’s not what most universities were doing, and so that was a little, “What’s going on here?” Frankly, some of the things we said to them didn’t help. The first one or two semesters, basically, we told them it was an experiment, so they’re guinea pigs. Well, that — that did not go over well, so we soon learned to say, “No, this isn’t an experiment. We know this works well. We’ve seen the grades of students who came through this university before and after this, and there’s a big difference. Students are grasping material better. We have many fewer DFW grades. C students tend to get bumped up into the lower B range, and, no, A students, you’re not suffering . Associate Dean, Public Research University- Exemplar Case Studies Data
Ins nstituti titutional onal Tra rans nsformation: ormation: A New New Fra ramewor ork k Inf nforme ormed d by y Str Strat ateg egies ies Ut Utiliz ilized ed at at Hig Highly hly Prod oductiv ctive e Ins nstitutions titutions
Me Meth thods ods Samp mple le Coding ng and Analysis lysis • Case studies from 11 diverse institutions • Constant Comparative Approach • Institutions had ‘exemplary success’ in used to code producing STEM degrees overall, or • Transcripts open coded for salient among a particular underrepresented larger themes followed by axial racial group of interest coding to determine how themes • Efficiency scores generated by stochastic were interconnected. frontier analysis identified ‘exemplar’ • Analysis involved visually campuses displaying the data within each • Roughly 20-25 STEM faculty, program code in spreadsheets by directors, and upper level administrators were interviewed at each institution institution. • Easily allows for comparisons • We investigated evidence-based between institutions. practices and the overall context for STEM education
Organi anizatio ational al Perspe spect ctiv ive e for or Ch Chan angin ing g Nor orms s in in S STEM M Teachin aching g an and L d Lear arni ning ng Exter ernal nal Pressur ssures es Attent ntio ion n to Diversit sity y within hin Instit titut utio ional nal Culture ure 1. Pedag agogi ogical cal Efficiency iciency in Experime menta ntation tion Begi gins ns STE TEM Degr gree ee 5. 5. Comple mpletio ion 2. 2. Scaling ling and Dis isse semi mina nation tion Insti stitu tuti tional onal Sustai aini ning ng of Innovative ative Chang nges s in in Cultu ture e Ideas as Pract ctice ce around d STEM Teachi ching ng and Learning ng 3. 3. 4. 4. Chang nge Efforts ts Chang ngin ing g Gain in Inst stit itutio utional nal STE TEM Min indset sets s for Momentu ntum Faculty lty Inter erventio entions ns Buy-in in L e e a d e d e r s h i p S S u p u p p o r t
Organi anizatio ationa nal l Perspect spectiv ive e for or Ch Chan angin ing g Nor orms s in in S STEM M Teachi aching g an and L d Lear arnin ing g Exter ernal nal Pressur ssures es Attent ntio ion n to Diversit sity y within hin Instit titut utio ional nal Culture ure 1. Pedag agogi ogical cal Efficiency iciency in Experime menta ntation tion Begi gins ns STE TEM Degr gree ee 5. 5. Comple mpletio ion 2. 2. Scaling ling and Dis isse semi mina nation tion Insti stitu tuti tional onal Sustai aini ning ng of Innovative ative Cultu ture e Chang nges s in in Ideas as Pract ctice ce around d STEM Teachi ching ng and Learning ng 3. 3. 4. 4. Chang nge Efforts ts Chang ngin ing g Gain in Inst stit itutio utional nal STE TEM Min indset sets s for Momentu ntum Faculty lty Inter erventio entions ns Buy-in in L e e a d e d e r s h i p S S u p u p p o r t
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