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Venturing toward better teaching: STEM professors' efforts to improve their introductory undergraduate pedagogy at major research universities.

机译：致力于更好的教学：STEM教授努力改善主要研究型大学的入门本科教学法。

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摘要

This study explored 20 tenured professors' teaching improvement efforts in introductory undergraduate science, technology, engineering and mathematics (STEM) classrooms at two major American research universities (MRUS). It identified the mechanisms central to these professors' efforts to improve their undergraduate teaching and the influences and resources shaping those efforts. Despite the billions of federal dollars invested in STEM educational enhancement, STEM professors' teaching improvement efforts are little understood. This research examined this problem through analysis of 40 in-depth interviews (two per participating professor), 36 observations of professors' classroom teaching, and hundreds of documents representing professors' instructional efforts and career progression.;The following propositions summarize key study findings: First, contrary to prevailing views, some STEM professors in MRUs do engage in efforts to improve their introductory teaching. Second, some of these professors employ creative, strategic, and systematic designs in so doing. Third, STEM professors' teaching improvement efforts are contextualized by internal and external forces that may facilitate or stymie their teaching improvement endeavors. Finally, STEM professors may be aware of institutional and external resources available to them as supports toward introductory STEM teaching improvement. Taken together, the data suggest that some university STEM professors do engage in efforts to improve their teaching and that such effort may be more common than popular opinion holds.;The study revealed the inaccuracy of common beliefs and policy assumptions that the large majority of MRU-based STEM professors neglect their introductory teaching, do not care about it, lack knowledge about students and pedagogy, and prefer use of (and consistently rely on) conventional teaching approaches. To the contrary, all 20 participating professors were found to devote extensive energy toward improving their introductory teaching. Further, all 20 participants indicated extensive knowledge of introductory STEM subject matter, students, and pedagogies. The study also identified over 30 innovative pedagogies that participating STEM professors employed in their classrooms. Drawing on these findings, the study calls for public and policy-level reconsiderations of what it means to be a research-active STEM professor, including revision of extant ideas about how these professors invest their energies and time, and what they care about.
机译：这项研究探索了美国两所主要研究型大学（MRUS）开设的入门级科学，技术，工程和数学（STEM）课堂中20位终身教授的教学改进工作。它确定了这些教授改善本科教学努力的核心机制，以及影响这些努力的影响力和资源。尽管在STEM教育方面投入了数十亿美元，但对STEM教授的教学改进工作知之甚少。这项研究通过分析40次深度访谈（每位参与教授两次），教授课堂教学的36项观察以及代表教授的教学努力和职业发展的数百篇文献来研究此问题。以下命题总结了主要研究结果：首先，与普遍观点相反，MRU中的一些STEM教授确实致力于改进入门教学。其次，其中一些教授在这样做时采用了创造性，战略性和系统性的设计。第三，STEM教授的教学改进工作受到内部和外部力量的影响，可以促进或阻碍其教学改进工作。最后，STEM教授可能会意识到他们可以利用的机构和外部资源来作为STEM入门教学改进的支持。综上所述，数据表明，一些大学STEM教授确实在努力改善他们的教学，并且这种努力可能比民意更普遍。；研究表明，大多数MRU的共同信念和政策假设均不准确。基于STEM的教授会忽略他们的入门教学，不关心入门教学，对学生和教学法的了解不足，并且更喜欢使用（并始终依赖）常规教学方法。相反，所有20名与会教授都被投入了大量精力来改善他们的入门教学。此外，所有20名参与者都表示对STEM入门主题，学生和教学法有广泛的了解。该研究还确定了STEM教授在课堂上采用的30多种创新教学法。利用这些发现，研究呼吁公众和政策层面重新考虑成为研究活跃的STEM教授的含义，包括对有关这些教授如何投入精力和时间以及他们关心什么的现有观念进行修订。

著录项

  • 作者

    Schell, Julie Anne.;

  • 作者单位

    Teachers College, Columbia University.;

  • 授予单位 Teachers College, Columbia University.;
  • 学科 Education Mathematics.;Education Higher.;Education Teacher Training.;Education Technology of.;Education Sciences.
  • 学位 Ed.D.
  • 年度 2009
  • 页码 315 p.
  • 总页数 315
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教师;自然科学教育与普及;高等教育;
  • 关键词

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