Reflections on the Role of Attitudes in Curriculum Reform: UBC Civil Engineering

ASCE Structures Congress- Austin, TexasSpecial Session on Education Reform

C. Bazett1, T. Froese2, B. Lence3, S. Nesbit4, J. Sibley5, R. Vaziri6, C. Ventura2

University of British Columbia

1 Curriculum Redevelopment Associate2 Professor3 Associate Head & Professor4 Senior Instructor5 Director- Center for Instructional Support6 Department Head & Professor

Timeline of Curriculum Redevelopment at UBC

Timeline of Curriculum Redevelopment at UBC Continued…PHASE 1- IDENTIFY PROGRAM LEVEL OUTCOMES

Today

Curriculum Redevelopment at UBC: a simplified framework

Phase 1 Identify Program Level Outcomes

Phase 2 Group Planning & Vertical Integration

Phase 3 Horizontal Integration & Resource Analysis

Phase 4 Implementation Round 1

directly influence behavior as well as learning.

are “the ways in which one thinks and feels in response to a fact or situation.” -Civil Engineering Body of Knowledge

Attitudes…

that are negative can pose significant challenges to curriculum reform efforts, or they can be process drivers.

Constructive attitudes reinforce the ideal curriculum reform climate, a “curriculum community that is informed by the scholarly literature and best learning-centered practices, and that is data-driven and responsive in the broad context of UBC Civil Engineering.”

-Harry Hubball

A Changing Climate for Curriculum ReformEvidence of constructive attitudes…

•Accreditation boards (CEAB, ABET) emphasizing learning-centered curricula•Recognition of the new demands on Civil Engineers in the 21st Century•New dialogue among academia & industry about responsibility for formal education

Harry HubballDepartment of Curriculum and Pedagogy

Gary PooleCenter for Teaching and Academic Growth

Jim SibleyCenter for Instructional Support

•Growing influence of UBC’s resource centers (CWSEI, TAG, ISC)•UBC’s vision document (TREK 2010)•UBC’s hiring of Carl Wieman and other respected scholars on pedagogy/curriculum

At the Global and Institutional Level

•New department strategic vision- new administration- shift in demographics- teaching release, full-time associate for curriculum reform

•Provision of new facilities in support of team-based learning (Design Studio)•Development of second and fourth year design courses

A Changing Climate for Curriculum ReformEvidence of constructive attitudes…

•Confronted with a more complex world, students demand more•Diverse backgrounds and educational experiences diverse expectations

At the Department Level

At the Student Level

Challenges to Curriculum Reform Evidence of destructive attitudes…

•Lack of consensus among academics and industry about the role each plays in the formal education process•Lack of incentive for quality teaching (‘publish or perish’ attitude)

•‘I’m the expert’ attitude- Perceptions about the value of pedagogy

•“I’m no expert!”- Fears of being ill-equipped to change teaching style

•‘Content is king’ attitude- Tradition of attitude persists

•Alternative teaching styles may be threatening to students

Affects buy-in

At the Global and Institutional Level

At the Department Level

At the Student Level

A Model for Behavior Change: Addressing Faculty Buy-in

The Theory of Planned Behavior -Icek Aizen

Any behavior change involves an individual’s attitudes, subjective norms, and perceived behavioral control.

Corollary: Individuals will be more likely to buy-in to the curriculum reform process if they believe…

• it will actually lead to changes in the CE curriculum (beliefs about outcomes)

• their participation will aid in the process

• changes to the curriculum are positive and necessary (evaluations of outcomes)

• their colleagues believe they should participate (normative beliefs)

• they want to do what their colleagues want them to do (motivations to comply)

• they will be able to commit to/ perform the changes required

A Closer Look at Student Attitudes About the Program

Capstone Design Course Reading Reflections

Students offered recommendations to address the most commonly unmet attitudes:

•Speaking opportunities•participatory classes•Smaller classes•Stronger professor relationships

•More case studies highlighting the differing needs and views of stakeholders

•More guest speakers talking about entrepreneurship •Mandatory business course

Consideration of others

Entrepreneurship

Confidence

1

1.5

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2.5

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Student Engagement Survey Results (Sample)

A Closer Look at Student Attitudes about the Program

1.0

1.2

1.4

1.6

1.8

2.0

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2.6

2.8

3.0

Sustainability Globalization Leadership Lifelong learning

Deg

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2nd years

3rd years

4th years

1. Are constructive attitudes degrading as students move through the degree?

2. Why do students have negative attitudes towards RAP experiences (team-based learning)?

3. Do students automatically discount learning experiences that they cannot immediately see as relevant?

Attitudinal Survey Results (Sample)

A Closer Look at Student Attitudes about the Profession

(2007/ 2008)

Conclusions

• Attitudes play an essential role in curriculum reform, influencing Faculty and student behavior and learning Implications from student survey results:

•attitudes may not be readily apparent to Faculty (RAP)•negative attitudes may be unintentionally reinforced•attitudes may be positively influenced by new course designs

• Further research on student attitudes is required to inform the structure and experiences of a new curriculum that supports both cognitive and affective development.

• Behavioral change (buy-in) is affected by attitudes, subjective norms, and perceived behavioral control

•Considering all three helps create the ideal ‘curriculum climate’