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1.
In response to the incessant calls for interdisciplinary scholarship, universities adopt initiatives and encourage faculty to collaborate across discipline lines. Yet, the literature shows that it is difficult to institutionalise such work as faculty members are heavily influenced by their discipline-bound training. When faculty do participate, they wonder how their work will be regarded. Thus, in this paper, we set out to investigate the experience of STEM faculty who conduct work in the area of K-20 education. We were particularly interested in exploring how these faculty, whom we refer to as boundary crossers, position themselves as scholars and their work as scholarship to their discipline-based peers. Our analysis shows that boundary crossers assume great personal responsibility as their university failed to make firm structural or policy-based reforms in support of this particular initiative. Personal responsibility manifests in three distinct ways: working overtime, unpacking one’s work, and framing one’s work as a public good. We argue that these responses are grounded in a larger sociocultural framework, and that they reinforce the marginal position of these scholars.  相似文献   

2.
Bridge programs, in which underprepared students gain the academic and technical skills necessary for college level courses and entry-level employment, are a promising initiative for expanding access to, and success in, community college education. For career pathways related to science, technology, engineering, or mathematics (STEM), bridge programs are critical for enlarging the pool of students who are exposed to, and can aspire to, STEM preparation. This study, conducted with support from the National Science Foundation Advanced Technological Education program, followed four community colleges for a year to understand local factors that facilitated or impeded implementation of a bridge program in which basic skills were contextualized in biotechnology. The findings are that implementation of a contextualized curriculum requires substantial faculty learning. Implementation of these bridge programs was facilitated by instructional leadership by both administration and faculty. Administration assisted in creating the conditions that supported learning by coordinating faculty schedules and funding faculty time for initial and ongoing program development. Faculty benefitted by the support of experienced team members who could guide interdisciplinary learning. Implementation was facilitated when team members met frequently and when faculty worked collaboratively to implement the curriculum. Recommendations include planning for faculty development, both for faculty collaboration and contextualizing curriculum.  相似文献   

3.
At the University of Maine, middle and high school science, technology, engineering, and mathematics (STEM) teachers observed 51 STEM courses across 13 different departments and collected information on the active-engagement nature of instruction. The results of these observations show that faculty members teaching STEM courses cannot simply be classified into two groups, traditional lecturers or instructors who teach in a highly interactive manner, but instead exhibit a continuum of instructional behaviors between these two classifications. In addition, the observation data reveal that student behavior differs greatly in classes with varied levels of lecture. Although faculty members who teach large-enrollment courses are more likely to lecture, we also identified instructors of several large courses using interactive teaching methods. Observed faculty members were also asked to complete a survey about how often they use specific teaching practices, and we find that faculty members are generally self-aware of their own practices. Taken together, these findings provide comprehensive information about the range of STEM teaching practices at a campus-wide level and how such information can be used to design targeted professional development for faculty.  相似文献   

4.
ABSTRACT

Despite good career prospects in science, technology, engineering, and mathematics (STEM) fields, persistence of students in STEM fields of study at the community college and transfer to universities to pursue STEM majors is often quite low. Theories of persistence emphasize the importance of engagement, integration, validation, and financial assistance. The DCCCD STEM Institute is a comprehensive cocurricular program for community college STEM students. It illustrates the application of persistence theories in a multicollege urban district with a diverse student body. The STEM Institute uses a student/faculty cohort model with mentoring, professional skills programming, and scholarship support to transform student perceptions of themselves, integrate them into a STEM educational community, and validate their membership within that community. Institute membership also reduces isolation and financial concerns as potential barriers to persistence. STEM faculty also participate in professional skill development through a cross-college and cross-disciplinary cohort. Data on students who participated in the DCCCD STEM Institute from 2010 through 2014 show that 92% remain in a STEM educational or career pathway. Important practice implications for community college professionals include (1) forming student and faculty cohorts, (2) facilitating the development of mentoring relationships, (3) providing adequate centralized staffing, and (4) integrating resources and opportunities into a unified cocurricular program.  相似文献   

5.
Today’s science, technology, engineering, and mathematics (STEM) graduate students and postdoctoral fellows are tomorrow’s new faculty members; but these junior academicians often receive limited pedagogical training. We describe four iterations of an entry-level program with a low time commitment, Mentored Discussions of Teaching (MDT). The program is designed to introduce participants to pedagogical issues and literature in STEM disciplines and foster related discussions. It consists of group meetings, classroom observations, and discussions with faculty members. Program components were generally highly rated and valuable, even for those with prior teaching experience. We have found that this program is also an effective way to engage faculty members in the teaching aspects of students’ professional development.  相似文献   

6.
An urgent need to broaden diversity and support the preparation of students and faculty members along proactive pathways to research and success can be facilitated by targeted faculty development and formalization of policies built on institutional commitment, engagement, and accountability. Involvement of the faculty in building institutional diversity will recognize equity-building initiatives as valid forms of faculty scholarship and as one way to address the growing public problem of educational disparities in the STEM fields. We propose systemic, institutional transformation centered on a foundation of faculty engagement, empowerment, and reward that reflects intentionality and accountability for developing diverse institutional communities.  相似文献   

7.
《College Teaching》2013,61(4):121-128
In fall 2012, an interdisciplinary team of science, English, and library faculty embedded reading, writing, and information literacy strategies in Science, Technology, Engineering, and Mathematics (STEM) curricula as a first step in improving student learning and retention in science courses and aligning them with the Next Generation Science and Common Core State Standards. The authors present their reading, writing, and information literacy contributions, explaining the importance of introducing these concepts and strategies into science courses.  相似文献   

8.
This study used quantitative and qualitative methods to examine the use of inclusive pedagogy by science, technology, engineering, and mathematics (STEM) faculty at three community colleges. The purpose was to identify barriers to the adoption of inclusive teaching methods for diverse learners and students with disabilities and to propose ways to break down these barriers. Two hundred and eleven community college STEM faculty members in Western Massachusetts were sent a questionnaire that was administered electronically, and 11 faculty members were interviewed, 9 of whom also were observed in the classroom. The most significant among the barriers reported were the lack of an inclusive mindset, lack of knowledge about pedagogy, high teaching loads, and lack of time for instructional development. Implications for practice and research are discussed.  相似文献   

9.
This paper analyses the role that forms of documentation play in faculty members' experiences of tenure and promotion. Taking an institutional ethnography approach, it examines inconsistencies and ambiguities in documents and connects them to the experiences of science, technology, engineering and mathematics (STEM) faculty at one institution in the USA. The authors argue that the university documentation surrounding tenure and promotion does not capture the actual practices and experiences of faculty members as they prepare for their tenure or promotion and that the documentation creates a ‘flexibility bind’ of tenure and promotion. Faculty members' strategies for navigating this bind are also examined. The implications of these findings for diversity among STEM faculty are also explored.  相似文献   

10.
M. L. Greer 《PRIMUS》2019,29(9):928-949
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11.
This study focuses on the investigation of gender representation of faculty members of all ranks (professors, associate professors, assistant professors and lecturers) of Computing and STEM (Science, Technology, Engineering and Mathematics) in Greek tertiary education during the decade 2003–2013. To this end, a quantitative study was conducted, taking into account appropriate data derived from the Hellenic Statistical Authority. The data analysis shows that during the said decade, (a) faculty members in Computing and in each discipline of STEM constituted a small part of the total number of Greek faculty members; (b) for every single year of the decade, females were less prevalent than males in all ranks of faculty members in Computing and Engineering; (c) the situation for females in the Computing faculty appears to have been even worse, as the percentage of them in every rank was the lowest among the STEM disciplines studied for all or most of the years of the decade under study; and (d) although females were better represented in the position of lecturer, which constituted the fewest faculty members in the aforementioned disciplines, highly populated ranks of faculty members were dominated by males.  相似文献   

12.
The present study identifies characteristics of individuals and work settings that influence Asian international faculty members’ intentions to continue their employment in US research universities. Given the demand for researchers in science, technology, engineering and mathematics fields (STEM), the higher rate of turnover among untenured faculty, and the replacement costs associated with turnover in STEM, the sample is limited to assistant professors employed in these areas. Multinomial regression analyses are conducted to identify variables that “pull” and “push” uncertain faculty toward intentions stay and leave their current institutions. The results suggest that faculty who are more satisfied with time available for research and those who express stronger organizational commitment are more likely to say they will stay. Those dissatisfied with the fairness of work evaluations and believe tenure decisions are not merit-based, are more likely to say they will leave.  相似文献   

13.
Existent research indicates that postsecondary Black faculty members, who are sorely underrepresented in the academy especially in STEM fields, assume essential roles; chief among these roles is diversifying higher education. Their recruitment and retention become more challenging in light of research findings on work life for postsecondary faculty. Research has shown that postsecondary faculty members in general have become increasingly stressed and job satisfaction has declined with dissatisfaction with endeavors and work overload cited as major stressors. In addition to the stresses managed by higher education faculty at large, Black faculty must navigate diversity-related challenges. Illuminating and understanding their experiences can be instrumental in lessening stress and job dissatisfaction, outcomes that facilitate recruitment and retention. This study featured the experiences and perceptions of Black faculty in science education. This study, framed by critical race theory, examines two questions: What characterizes the work life of some Black faculty members who teach, research, and serve in science education? How are race and racism present in the experiences of these postsecondary Black faculty members? A phenomenological approach to the study situates the experiences of the Black participants as valid phenomena worthy of investigation, illuminates their experiences, and seeks to retain the authenticity of their voices.  相似文献   

14.
Over the past decade, the University of Wisconsin-Madison (UW-Madison) and Madison Area Technical College (Madison College) partnered to create an internship pathway for graduate students pursuing careers as future science, technology, engineering and math (STEM) faculty members. Since 2003, 10 doctoral students from the university completed teaching internship appointments with the technical college chemistry department. Interns benefited from a variety of teaching and educational experiences that helped lay the foundations for their future teaching careers. Following completion of their internships, many students secured employment in higher education as new instructors and enthusiastic members of the teaching profession. Intern projects also benefited veteran faculty mentors at Madison College, and the experience provided a rich forum for collaboration that generated curricular and instructional innovations in the classroom. Centered on the three pillars of teaching-as-research, learning community, and learning through diversity, the internship program created at UW-Madison and implemented at Madison College provides a model pathway for preparing future STEM faculty. This approach provides clear benefits not only for the future faculty who are trained, but also for veteran faculty mentors, for the host institution, and for the undergraduate students impacted by the educational innovations. This paper examines the key attributes of this program, with the hope that our experience may be disseminated and replicated to benefit others.  相似文献   

15.
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16.
Higher education in science, technology, engineering, and mathematics (STEM) disciplines has been in a turbulent period for several decades. Pressures for reform include declining STEM student enrollments, high attrition rates from STEM curricula, and the rise of powerful alternative teaching strategies shown by cognitive science and educational research to promote learning and curricular retention better than traditional teaching methods do. In addition, research has shown that online and face‐to‐face courses on average produce comparable learning outcomes, and hybrid courses that combine the best features of both are more effective than either face‐to‐face or online courses by themselves. Motivated by these and other pressures, many faculty members have adopted the new teaching methods, and distance education had become widespread well before the 2020 coronavirus pandemic forced most educators at all levels to teach online. As might be expected, however, many faculty members and administrators have resisted change, arguing that the traditional approach has always worked well and needs no major revision. Before the pandemic, most STEM courses were still being taught using the traditional methods, and many course instructors are eager to return to them. These different responses to calls for education reform have led to heated debates among university instructors and administrators regarding how STEM curricula and courses should be designed, delivered, and assessed, and the role technology should play in all three functions. This essay outlines two competing paradigms on each of these issues—the traditional paradigm, which has long dominated STEM education, and the emerging paradigm, which has become increasingly common in the last 30 years but is still not predominant at most universities and colleges. The essay concludes with speculation about the eventual outcome of the competition.  相似文献   

17.
This feature draws on a 2012 National Research Council report to highlight some of the insights that discipline-based education research in general—and biology education research in particular—have provided into the challenges of undergraduate science education. It identifies strategies for overcoming those challenges and future directions for biology education research.Biologists have long been concerned about the quality of undergraduate biology education. Indeed, some biology education journals, such as the American Biology Teacher, have been in existence since the 1930s. Early contributors to these journals addressed broad questions about science learning, such as whether collaborative or individual learning was more effective and the value of conceptualization over memorization. Over time, however, biology faculty members have begun to study increasingly sophisticated questions about teaching and learning in the discipline. These scholars, often called biology education researchers, are part of a growing field of inquiry called discipline-based education research (DBER).DBER investigates both fundamental and applied aspects of teaching and learning in a given discipline; our emphasis here is on several science disciplines and engineering. The distinguishing feature of DBER is deep disciplinary knowledge of what constitutes expertise and expert-like understanding in a discipline. This knowledge has the potential to guide research focused on the most important concepts in a discipline and offers a framework for interpreting findings about students’ learning and understanding in that discipline. While DBER investigates teaching and learning in a given discipline, it is informed by and complementary to general research on human learning and cognition and can build on findings from K–12 science education research.DBER is emerging as a field of inquiry from programs of research that have developed somewhat independently in various disciplines in the sciences and engineering. Although biology education research (BER) has emerged more recently than similar efforts in physics, chemistry, or engineering education research, it is making contributions to the understanding of how students learn and gain expertise in biology. These contributions, together with those that DBER has made in physics and astronomy, chemistry, engineering, and the geosciences, are the focus of a 2012 report by the National Research Council (NRC, 2012 ).1 For biologists who are interested in education research, the report is a useful reference, because it offers the first comprehensive synthesis of the emerging body of BER and highlights the ways in which BER findings are similar to those in other disciplines. In this essay, we draw on the NRC report to highlight some of the insights that DBER in general and BER in particular have provided into effective instructional practices and undergraduate learning, and to point to some directions for the future. The views in this essay are ours as editors of the report and do not represent the official views of the Committee on the Status, Contributions, and Future Directions of Discipline-Based Education Research; the NRC; or the National Science Foundation (NSF).  相似文献   

18.
Because Scopus and metrics like the h-index and m-quotient have become increasingly popular for assessing the impact of social science scholarship, criminology and criminal justice (CCJ) departments may be tempted to use those metrics when making important decisions like tenure and promotion. However, since no discipline-wide standards based on those metrics yet exist, CCJ departments have no comparative basis for interpreting the results of citation analyses of a particular faculty member’s scholarship. To identify what a set of disciplinary standards might look like, we used Scopus and calculated mean and median h-index and m-quotient values for faculty members (n?=?504) in CCJ Ph.D. granting departments (n?=?35) by rank and for editorial board members (n?=?91) of Criminology, Justice Quarterly, and the Journal of Research in Crime and Delinquency. Our results illustrate how comparative disciplinary standards could be developed and used by those in CCJ departments to assess the impact of faculty members’ scholarship.  相似文献   

19.
We investigated the involvement of faculty members at comprehensive universities in scholarship of teaching and learning publishing activities in four disciplines. Compared to to their publishing rates in research-oriented journals, comprehensive university faculty members were more involved in publishing articles and serving on editorial boards for pedagogical journals. Over the past three decades, the relative involvement in the scholarship of teaching and learning journals by faculty members at comprehensive universities and liberal arts colleges has increased whereas participation by faculty members at research universities has declined.  相似文献   

20.
The current reform movement in higher education involves efforts to alter the missions of universities and the forms of scholarship necessq to accomplish these missions. The authors explore the changing contexts in the professoriate based on this redefinition of scholarship and cite the impact of changes on faculty roles and responsibilities, faculty socialization, and faculty evaluation. They indicate that the current reform movement will lead to significant changes in the way faculty work Department faculty will be given the autonomy to determine the mission of the department, the kinds of scholarship needed to fulfill that mission, and how to evaluate scholarship in their discipline. Formalized, structured socialization processes will be needed to provide consistent formal and informal messages to faculty regarding their changing roles and responsibilities, especially since individual faculty may have very different roles and responsibilities. Faculty will work in interdisciplinary, collaborative groups to bring together the knowledge bases needed to solve current societal problems.  相似文献   

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