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首页> 美国卫生研究院文献>CBE Life Sciences Education >Colleagues as Change Agents: How Department Networks and Opinion Leaders Influence Teaching at a Single Research University
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Colleagues as Change Agents: How Department Networks and Opinion Leaders Influence Teaching at a Single Research University

机译：作为变革推动者的同事：部门网络和意见领袖如何影响一所研究型大学的教学

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摘要

Relationships with colleagues have the potential to be a source of support for faculty to make meaningful change in how they teach, but the impact of these relationships is poorly understood. We used a mixed-methods approach to investigate the characteristics of faculty who provide colleagues with teaching resources and facilitate change in teaching, how faculty influence one another. Our exploratory investigation was informed by social network theory and research on the impact of opinion leaders within organizations. We used surveys and interviews to examine collegial interactions about undergraduate teaching in life sciences departments at one research university. Each department included discipline-based education researchers (DBERs). Quantitative and qualitative analyses indicate that DBERs promote changes in teaching to a greater degree than other departmental colleagues. The influence of DBERs derives, at least partly, from a perception that they have unique professional expertise in education. DBERs facilitated change through coteaching, offering ready and approachable access to education research, and providing teaching training and mentoring. Faculty who had participated in a team based–teaching professional development program were also credited with providing more support for teaching than nonparticipants. Further research will be necessary to determine whether these results generalize beyond the studied institution.
机译：与同事的关系有可能成为支持教师进行有意义的教学方式转变的一种来源，但是人们对这些关系的影响了解得很少。我们使用混合方法来调查教师的特征，这些特征为同事提供了教学资源并促进了教学的变化，以及教师之间如何相互影响。我们的探索性调查是通过社交网络理论和对组织内部意见领袖影响的研究而获得的。我们使用调查和访谈的方式来研究一所研究型大学生命科学系有关本科教学的大学互动。每个部门都包括基于学科的教育研究人员（DBER）。定量和定性分析表明，与其他部门同事相比，DBER在更大程度上促进了教学变革。 DBER的影响至少部分源于人们对DBER具有独特的教育专业知识的认识。 DBER通过培训，促进现成的和易于访问的教育研究以及提供教学培训和指导，促进了变革。参加过基于团队的教学专业发展计划的教师比不参加者为教学提供了更多支持。为了确定这些结果是否能推广到所研究的机构之外，还需要进一步的研究。

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