Increasing Student Success in STEM: Summary of a Guide to Systemic Institutional Change

Autor/inn/en	Elrod, Susan; Kezar, Adrianna
Titel	Increasing Student Success in STEM: Summary of a Guide to Systemic Institutional Change
Quelle	In: Change: The Magazine of Higher Learning, 49 (2017) 4, S.26-34 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-1383
DOI	10.1080/00091383.2017.1357097
Schlagwörter	Academic Achievement; STEM Education; Organizational Change; Undergraduate Study; Educational Change; Multicampus Colleges; Undergraduate Students; Case Studies; Models; Program Implementation; Organizational Culture; Learning; California; California (Long Beach); California (Los Angeles); California (San Diego); California (San Francisco) + Suchen Sie Ihr Suchwort? Schulleistung; STEM; Organisationswandel; Grundstudium; Bildungsreform; Case study; Fallstudie; Case Study; Analogiemodell; Unternehmenskultur; Lernen; Kalifornien
Abstract	For the past 20 years, numerous reports have called for change and reform of undergraduate education to improve student learning, persistence, and graduation rates for students in STEM. Many change efforts have been started but few have reached the transformational level of entire programs, departments, or colleges in the STEM disciplines. In order to facilitate more institutional-level STEM reform, the authors created a model that provides both a process and content scaffold that campus leaders can use to plan, implement, and evaluate change efforts in undergraduate STEM education beyond redesign of a single course or isolated program. This article describes the eight stages of a model for institutional change: develop a vision; review the landscape and capacity; identify and analyze challenges; choose strategies/ interventions/opportunities; determine readiness for action; implementation; measure results; and disseminate and plan next steps. The importance of organizational learning, multilevel leadership, and thoughtful development of the team are described, as are primary assumptions within the model. Information on how to implement the model is provided, including examples from campus case studies. Significant barriers commonly encountered in change projects are described to help campus leaders prepare in advance to address them. Implicit biases that were uncovered during work with campus teams in developing the model are described along with ways to address them for project success. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01