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Faculty Adoption of Teaching Innovations that Promote Diversity and Student Retention in Undergraduate Computing

机译：教师采用教学创新，以促进本科计算的多样性和留住学生

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摘要

Despite a recent surge in enrollments, computer science (CS) programs in United States higher education continue to face substantial diversity and attrition problems. Faculty can ameliorate these issues by using evidence-based instructional techniques in their classrooms, but scholars suggest that most CS faculty do not adopt these practices. To better promote usage, it is necessary to understand what influences educators to become aware of, try out, and routinely use new teaching strategies. Using survey data from 821 CS faculty representing approximately 565 institutions in the United States, the studies presented here investigate three topics related to faculty adoption of innovative teaching practices. The first study assesses the current state of CS higher education, establishing that traditional instructional methods are in fact more diffused than innovative techniques among faculty. Despite minor differences between faculty types, most educators try new teaching strategies, implying that promotional efforts for innovative teaching should target all faculty. The second study examines the considerations faculty use in deciding to adopt innovations, analyzed through the theoretical lenses of Innovation Diffusion Theory and the Technology Acceptance Model 2 (TAM2). Results indicate that faculty are primarily motivated by concerns for their students, a construct largely unaccounted for in both theories. Liberal education mindset predicted the adoption of student course experience interventions, but in general, motivations were similar across innovation types. Finally, drawing on theories on obtrusive and unobtrusive control, the third study examines how organizational features influence adoption and other professional behaviors. Findings indicate the importance of teaching and research in tenuring decisions, faculty members' tenure status, and organizational culture influence faculties' professional activities, but only research value in tenure influenced innovation adoption. Implications for promoting pedagogical innovations are discussed.
机译：尽管最近入学人数激增，但美国高等教育中的计算机科学（CS）计划仍面临着巨大的多样性和减员问题。教师可以在教室中使用基于证据的教学方法来改善这些问题，但是学者们建议大多数CS教授都不会采用这些做法。为了更好地促进使用，有必要了解影响教育者的因素，使其意识到，尝试并例行使用新的教学策略。利用来自代表美国约565个机构的821 CS教职员工的调查数据，此处提出的研究调查了与教师采用创新教学实践有关的三个主题。第一项研究评估了CS高等教育的现状，并确定传统的教学方法实际上比教师之间的创新技术传播更多。尽管教职类型之间的差异很小，但大多数教育工作者仍在尝试新的教学策略，这意味着对创新教学的促进工作应针对所有教职人员。第二项研究通过创新扩散理论和技术接受模型2（TAM2）的理论视角，分析了教师在决定采用创新时应考虑的因素。结果表明，教职员工主要是出于对学生的关注，这在两种理论中都未得到充分解释。通识教育的心态预示着将采用学生课程体验干预措施，但总的来说，创新类型的动机是相似的。最后，第三项研究借鉴了干扰性和非干扰性控制的理论，研究了组织特征如何影响采用和其他职业行为。研究结果表明教学和研究在任期决策，教职人员的任职状态和组织文化对教师职业活动的重要性，但只有任期中的研究价值才影响创新的采用。讨论了促进教学创新的意义。

著录项

  • 作者

    Hovey, Christopher Lynnly.;

  • 作者单位

    Northeastern University.;

  • 授予单位 Northeastern University.;
  • 学科 Sociology.;Educational sociology.;Computer science.
  • 学位 Ph.D.
  • 年度 2017
  • 页码 224 p.
  • 总页数 224
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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