Diversifying Change in
Undergraduate STEM Education
Carol L. Colbeck
University of Massachusetts Boston
Core values & assumptions

Keep focus on learning



Student
Faculty
Organizational

Students know a lot about their own
learning

All learning occurs in a complex system

Begin with the end in mind
Process Theories of
Organizational Development and Change
Van de Ven and Poole, 1995
EVOLUTION
Multiple
Entities
Variation
Selection
DIALECTIC
Retention
Thesis
Conflict
Synthesis
Antithesis
UNIT OF
CHANGE
LIFE CYCLE
TELEOLOGY
Stage 4
(Terminate)
Single
Entities
Dissatisfaction
Stage 1
(Start-up)
Stage 3
(Harvest)
Set/Envision
Goals
Stage 2
(Grow)
Prescriptive
Search/
Interact
Implement
Goals
MODE OF CHANGE
Constructive
Research questions point
toward levers for change
What should new graduates have
learned?
 How should we teach so students will
have learned?





What should we keep in mind to enhance learning
for ALL students?
What motivates faculty to foster engaged learning
for all students?
How do organizational contexts shape faculty
motivation/behavior?
How is change effected and sustained?
Enhancing Faculty Contributions to Student Learning
State
Policies
Higher Education
Institutions
• Regulations
• Incentives
• Funding
Allocations
• Mission
• Governance
• Resources
• Policies
Faculty Teaching
• Capability Beliefs
• Context Beliefs
Departments
• Workload Policies
• Decision-making
• Role of Chair
• Norms & Values
Disciplines
‹
#
›
C. L. Colbeck
• High/Low Consensus
• Pure/Applied
Student
Perceptions
of Learning
•Content
•Skills
•Integration
•Application
•Attitudes
CSHE 09/25/99
States, Institutions, and Disciplines
University of
Tennessee at
Knoxville
University of
Texas at
Austin
Ohio State
University
Tennessee
Technological
University
University
of Texas at
San Antonio
Youngstown
State
University
Fisk
University
Austin
College
‹
#
›
C. L. Colbeck
Wilberforce
University
E
n
g
i
n
e
e
r
i
n
g
L
i
t
e
r
a
t
u
r
e
B
u
s
i
n
e
s
s
P
h
y
s
i
c
s
CSHE 09/25/99
Enhancing Faculty Contributions to
Learning Productivity
(Colbeck, Fairweather, Brown, Beach, 2001)
• What should students learn?
• How should faculty teach to enhance student
learning?
• What factors enhance / constrain teaching for
effective student learning?
• How do levers for change identified in our case
studies differ from current policies?
‹
#
›
C. L. Colbeck
CSHE 09/25/99
Content learned /taught
• What content should
students learn?
–
–
–
–
‹
#
›
Foundations
Principles / Ideas
Theories
Core skills
C. L. Colbeck
• How should faculty teach
to enhance content
learning?
– Use variety of teaching
methods
– Ask questions
– Check for understanding
– Explain processes
– Give demonstrations
– Provide real-world
examples, context
– Assign group projects
– Engage students
individually
CSHE 09/25/99
Skills learned / taught
• What skills should
students learn?
– Communication
• Written
• Presentation
• Interpersonal
– Problem solving / analysis
– Critical thinking
– Computer
– Management
– How to learn
‹
#
›
C. L. Colbeck
• How should faculty teach
to enhance skill learning?
– Assign:
• Writing
• Problem sets
• Presentations
• Group work
• Open-ended problems
– Provide detailed feedback
– Engage students
individually
CSHE 09/25/99
Integration learned / taught
• Ways students should
integrate what they have
learned?
– Relate concepts within
disciplines
– Relate ideas across
disciplines
– Relate content to real world
‹
#
›
C. L. Colbeck
• Teaching to enhance
students’ ability to
integrate what they have
learned
– Show how concepts,
theories are similar
– Relate lecture to lab
– Assign real world problems
– Team teach
CSHE 09/25/99
Application learned / taught
• Ways students should
apply what they have
learned
–
–
–
–
‹
#
›
To personal life
To further education
To career
To citizenship
C. L. Colbeck
• Teaching to enhance
students’ ability to apply
what they have learned
–
–
–
–
–
Assign real world problems
Coach, provide direction
Bring in guest speakers
Collaborate with industry
Provide internships, coops
CSHE 09/25/99
Attitudes learned / taught
• Attitudes students should
develop about learning
–
–
–
–
–
–
‹
#
›
Learning is for life
Enroll in further education
Excitement
Persistence
Confidence
Curiosity
C. L. Colbeck
• Teaching to encourage
positive attitudes about
future learning
–
–
–
–
Serve as a role model
Care about students
Care about subject
Discuss own research,
practical experience
– Involve students in research
CSHE 09/25/99
How contexts enhance or constrain
teaching for effective learning
• How context enhances
–
–
–
–
–
Peer communication
Meaningful rewards
Involvement in planning
Flexible workload
Time for teaching
improvement
– Resources (equipment,
facilities)
‹
#
›
C. L. Colbeck
• How context constrains
–
–
–
–
Inadequate resources
Service demands
Mixed messages
Research rewarded by
reduced teaching load
– Graduate teaching given
priority
CSHE 09/25/99
Current policies vs. levers for change
• Focus on teaching inputs
• Emphasize efficiency
• Reward research and
teaching separately
• Focus on rewards or
regulations
• Insulate faculty from external
pressures
• Focus on learning
outcomes
• Emphasize effectiveness
• Encourage integration of
teaching and research
• Involve faculty in planning
• Encourage faculty/student
involvement in community
– Scholarly
– Professional
– Geographic
‹
#
›
C. L. Colbeck
CSHE 09/25/99
Research questions point
toward levers for change






What should new graduates have learned?
How should we teach so students will have
learned?
What should we keep in mind to
enhance learning for ALL students?
What motivates faculty to foster engaged learning
for all students?
How do organizational contexts shape faculty
motivation/behavior?
How is change effected and sustained?
Focus on Students’
Self-perceptions

Self-perceptions predict students’
 choice of major
 academic performance
 retention in college and in major
 choice of career
better than “objective” measures of
ability.
16
Enhancing self-efficacy to
reduce stereotype threat


Stereotype threat: vulnerability of being
judged by widely-held negative
assumptions about a group to which one
belongs (Steele & Aronson, 1995)
Self-efficacy: beliefs about one’s
capabilities to produce designated levels of
performance (Bandura, 1977). Sources:




Enactive mastery experiences
Modeling influences
Social persuasion
Affective arousal
Upward Bound in Geosciences
(Baber, Pifer, & Colbeck, 2007)

Sustained positive experiences are
important
New students’ self efficacy declined,
even though their interest in
Geosciences increased, and they
perceived faculty members as positive
role models
 Returning students self-efficacy
increased

Variables associated with gaining
confidence to become an engineer
(Colbeck, Cabrera, Terenzini, 2001)
Female Students
Male Students

Instructor makes
expectations &
explanations clear

Feedback from
and interaction
with instructor

Collaborative
Learning

Collaborative
Learning

Being an upper
division student
19
Research questions point
toward levers for change






What should new graduates have learned?
How should we teach so students will have
learned?
What should we keep in mind to enhance learning
for ALL students?
What motivates faculty to foster
engaged learning for all students?
How do organizational contexts shape faculty
motivation/behavior?
How is change effected and sustained?
Faculty Motivation to Use
Alternative Teaching Practices
Carol L. Colbeck clc15@psu.edu
Alberto F. Cabrera
Robert J. Marine marine@psu.edu
Center for the Study of Higher Education
The Pennsylvania State University
400 Rackley Building
University Park, PA 16802
Demographics
Motivation
Goals for teaching
Experience
Capability beliefs
(Skills)
Context beliefs
• Likely rewards
Teaching Practices
• Adequate resources
Group/design projects
Traditional methods
Faculty Motivation to Use Alternative Teaching Practices
Colbeck/Marine
Copyright© 2002
Predictors of Alternative Faculty Teaching Practices
Group / Design Projects
Traditional Methods
DEMOGRAPHIC CHARACTERISTICS
Rank
+
-
Ethnicity
(p<.05)
(p<.01)
EXPERIENCE
Reform involvement
+
+
Industrial
(p<.01)
(p<.01)
Colbeck/Marine
Copyright© 2002
Predictors of Alternative Faculty Teaching Practices
Group / Design Projects
Traditional Methods
TEACHING GOALS
Teamwork & lifelong learning
+
Teamwork & lifelong learning
(p<.001)
Eng. Science fundamentals
(p<.05)
(p<.01)
Eng. Science fundamentals
+
(p<.05)
CAPABILITY BELIEFS
Interpersonal communication
+
Ill-defined problem solving
(p<.01)
Formal communication
(p<.05)
Computer/lab resources
(p<.001)
+
(p<.001)
CONTEXT BELIEFS
Administrative resources
-
Administrative resources
+
+
(p<.05)
(p<.01)
Colbeck/Marine
Copyright© 2002
Implications

Model has strong explanatory power because
–
–

It is grounded in integrative motivation systems theory (MST)
(Ford, 1992)
Operationalized concepts are specific & relevant to faculty
experience
Three ways to motivate faculty to use active &
collaborative teaching practices
–
–
–
Organize context to promote related goals
Provide appropriate resources
Support development of associated skills: ill-defined problem
solving and interpersonal skills
Colbeck/Marine
Copyright© 2002
Research questions point
toward levers for change




What should new graduates have learned?
How should we teach so students will have
learned?
What should we keep in mind to enhance learning
for ALL students?
What motivates faculty to foster engaged learning
for all students?
How do organizational contexts shape
faculty motivation/behavior?
 How is change effected and
sustained?

Assessing Institutionalization of
Curricular and Pedagogical Reforms
(Colbeck, 2002)
• PROBLEM: “Will reform lead to permanent
change? If you remove the money or the person,
will change be sustained?”
•
(Associate Dean, public university)
• GOAL: To develop and test a model for
assessing whether recent pedagogical and
curricular reforms will last after external funding
ends
‹
#
›
Colbeck
CSHE 5/00
Phase 1: Model Development --Methods
• Interviews with 200 administrators, faculty, & staff
at seven ECSEL schools
– How did shift in ECSEL goals after Year 6 affect
institutionalization of Year 1-5 goals?
– Own involvement with ECSEL
– Perceived congruence between own, ECSEL, and
engineering school goals
• Analyzed for indicators of institutionalization
‹
#
›
Colbeck
CSHE 5/00
Reforms are most likely to last when:
• Schools elect early ABET review
• Reformed courses are funded from operating budgets
• Reformed courses are required
• Administrators provide practical & financial support
• Many tenure-track faculty teach reformed courses
• Faculty incorporate reform practices in other courses
‹
#
›
Colbeck
CSHE 5/00
Institutionalization: Process by which a new
structure or practice is incorporated into a
system of existing structures or practices (Scott, 1995)
REGULATIVE
NORMATIVE
COGNITIVE
BASES OF
COMPLIANCE
Expedience
Social
Obligation
Taken for granted
ENFORCEMENT
MECHANISMS
Rules
Sanctions
Norms
Values
Cultural support
Prevalence
INDICATORS
Accreditation
Faculty beliefs
Operating budget
Administrator
support &
involvement
Curricular
requirement
Faculty support &
involvement
Faculty behaviors
Evaluation criterion
‹
#
›
Colbeck
CSHE 5/00
Institutionalization Process Model
FACULTY
CHANGES
REGULATIVE
INDICATORS
a. Accreditation
b. Operating
budget
c. Curricular
requirements
d. Reward criteria
NORMATIVE
INDICATORS
e. Administrator
involvement &
support
f. Faculty
involvement &
support
COGNITIVE
INDICATORS
g. Faculty
beliefs
h. Faculty
behaviors
‹
#
›
Colbeck
TEACHING /
CURRICULUM
• Use of
design
• Use of
groups
SENSITIVITY
• Needs of
women
• Needs of
minorities
CSHE 5/00
Model testing: Methods
• Interviews with deans, chairs, & PI’s
– Years to ABET review
– ECSEL courses required for graduation
• Course/program reports
– ECSEL courses as % of total courses
– % Operational and % external funding for ECSEL courses
– % Admin, tenure track faculty teaching ECSEL courses
• Faculty survey (291 of 663 for 44% response rate)
–
–
–
–
‹
#
›
Perceived support for teaching
Beliefs about student learning
Student-centered and computer-aided teaching practices
Changes in teaching methods and in sensitivity to
diverse students
Colbeck
CSHE 5/00
Probability of increased use of design projects
due to different levels of use of studentcentered practices and ECSEL involvement
1
0.9
0.8
0.7
0.6
0.5
0.4
0.3
0.2
nonECSEL
ECSEL
low
moderate
high
Use of student-centered teaching practices
‹
#
›
Colbeck
CSHE 5/00
Effect of perceived support for teaching on
probability of increased faculty sensitivity
to needs of women and minority students
0.9
0.8
0.7
0.6
0.5
0.4
0.3
0.2
‹
#
›
Colbeck
much support
moderate support
little support
no support
women
minorities
CSHE 5/00
Overcoming Hollowed Collegiality
(Massy, Wilger, & Colbeck, 1992)

Characteristics of departments that
support effective teaching










Supportive culture
Frequent interaction
Tolerance of differences
Generational equity
Workload equity
Course rotation
Peer & student evaluation of teaching
Balanced incentives
Consensus decision making
Effective department chairs
Four-Square Typology of Change Categories
CURRICULUM & PEDAGOGY
REFLECTIVE TEACHERS
POLICY
SHARED VISION
Environments &
Structures
ASPECT OF
SYSTEM TO
CHANGE
Individuals
Henderson, Beach, Finkelstein, & Larson, 2008
Prescribed
INTENDED OUTCOME
Emergent
Applying research to practice at
UMass Boston

Strategic planning



Using accreditation as lever for engaging faculty in curricular
reform and more active evaluation of own programs



Focus on learning outcomes for all students
Emphasize effectiveness
Building capacity rather than using mandates or offering
new incentives



Involving faculty in articulating mission, setting goals
Engaging students, alums in planning
Hiring (STEM Ph.D.s, MS and/or BS, ethnic & gender diversity)
professional development to enhance skills and confidence of
current faculty
Getting involved and celebrating faculty involvement


Proposals for study of minority student success in STEM
Chairing university-wide STEM Education research effort
Applying research to
practice at UMass Boston

Encouraging communication, collaboration
within college, across university




Frequent formal and informal meetings
Conflict about substance OK
Encouraging agency, regardless of rank or tenure
Transparency about merit pay, tenure review
criteria


Weights, justifications for merit
Encourage integration of research, teaching, and
community engagement
UMass Boston GCE Mission

The Graduate College of Education (GCE )
generates knowledge, fosters engaged
learning, promotes social justice, and
empowers students, educators, other
professionals, and community members
through teaching, research, evaluation,
and public service. The urban setting of
the University of Massachusetts Boston
informs -- and is informed by -- GCE
efforts to fulfill the academic and civic
purposes of education in a diverse
democracy.
Teaching for Professional Competence Model
Teaching Practices
Competency Gains
Students’ Pre-course
Characteristics
•Ability
•Aspirations
•Parental Education
•Ethnicity
•Gender
•Instructor Interaction &
Feedback
•Clarity & Organization
•Collaborative Learning
•Group skills
•Problem Solving
Skills
•Occupational
Awareness
Self Perception Gains
Classroom Climate
•Faculty
•Peers
•Intent to Persist
•Sense of
Responsibility
•Expected Grade
•Confidence
•Motivation
41
National & State Context
•Funding
•Student demand
Institutional Context A
•Mission
Structure
•Resource allocation Norms/values
Faculty Characteristics
•Personality traits
•Abilities
•Motivation
Teaching/Research Activities
•Research mentoring
•Teaching informed by research
•Scholarship of Teaching
•Inquiry-based Learning
Institutional Context B
Faculty Evaluation
Desired Outcomes
•New Knowledge
•Student Learning
•Next Generation
Measured Outcomes
•Number of Publications
•Student Ratings of Teaching
Intervening Variables
•Number of Publication Outlets
•Reviewers’ Taste
•Students’ Characteristics
With whom
did we talk ?
Central Administrators
Deans
Chairs
Faculty - Business
Faculty - Literature
Faculty - Engineering
Faculty - Physics
Student Groups
Total
‹
#
›
C. L. Colbeck
20
25
38
64
66
46
50
29
338
CSHE 09/25/99