部门负责人准备好做出改变了吗? 利用领导行动小组推进教学评估实践
Hannah C Ericson1, Paula P Lemons2, Erin L Dolan2
1Department of Genetics, University of Georgia, Athens, GA 30602.
CBE life sciences education
|January 14, 2025
概括
在STEM部门进行有效的教学评估改革需要解决感知到的好处和教师抵抗. 部门负责人谁委托任务和导航阻力实现了更显著的变化.
科学领域:
- 教育研究教育研究
- 高等教育政策 高等教育政策
- 在STEM教育方面.
背景情况:
- 高等教育当前的教学评估系统往往无法充分支持,认可或奖励有效的教学.
- 需要进行系统性干预,以改善学术部门内的教学评估实践.
研究的目的:
- 开发和评估一项长期干预措施,旨在赋予STEM部门负责人能力,以加强他们的教学评估实践.
- 调查影响部门教学评估改革成功的因素.
主要方法:
- 采用了面试和会议的定性内容分析.
- 这项研究的重点是研究密集型大学的STEM部门负责人.
- 系统地调查了干预对部门实践的影响.
主要成果:
- 干预的结果在各部门之间有很大的差异,有些部门实现了广泛的改革,而另一些部门则进行了更为有限的变化.
- 部门负责人对变革的准备与管理教师抵抗的新实践和策略的感知益处有关.
- 成功的改革领导者经常将新做法的开发委托给知识博的同事.
结论:
- 教学评估的部门改革受到感知到的好处,克服抵抗的策略和有效的委托的影响.
- 需要进一步的研究来确定支持强大和公平的教学评估实践的因素.
- 干预措施应考虑具体的部门背景和部门负责人使用的领导策略.
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