Developing an Educator's On-ramp to Facilitate More Effective Undergraduate Teaching of Tectonics: Middletown, CT - January 2019

开发教育工作者的入口以促进更有效的本科构造学教学：康涅狄格州米德尔敦 - 2019 年 1 月

• 批准号: 1841227
• 负责人: Phillip Resor
• 金额: $ 2.39万
• 依托单位: Wesleyan University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-07-15 至 2020-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1841227&HistoricalAwards=false
• 关键词: Developing; Educator; ramp; Facilitate; More

Over the last two decades a widespread effort has been mounted to transform the undergraduate teaching of science, technology, engineering and mathematics (STEM) in order to more effectively educate all students and at the same time increase recruitment and retention of STEM majors needed for the future workforce. This transformation includes a move from primarily lecture and content-based teaching to more interactive and inquiry-based courses. In the geosciences one of the leading agents of change has been the U.S. National Science Foundation (NSF) supported On the Cutting Edge professional development program. From 2002 to 2012 this program offered more than 100 professional development workshops that reached ~20% of geoscience faculty. While this program has had a significant impact on teaching practice in the geosciences, statistics suggest a large percentage of geoscience faculty has yet to move toward incorporating interactive teaching practices in their undergraduate courses. Furthermore, the very success of this previous effort has led to a voluminous collection (more than 5000 pages) of resources that can appear overwhelming to new users. The goal of this project is thus to develop and widely distribute a set of short, quick-start manuals for existing resources, named on-ramp guides, to faculty members who teach courses related to plate tectonics. These on-ramp guides will facilitate access to existing community resources and adoption of more interactive and inquiry-based teaching. While this effort stems from recommendations made in the recent tectonics community vision document submitted to the NSF, principal investigators anticipate that the resources they develop could easily be adapted to other geoscience disciplines or STEM fields.Despite significant gains over the last two decades, there remains a large percentage of geoscience instructors who have yet to move toward incorporating engaged teaching practices in their courses. The purpose of this project is to reach and enable a portion of faculty members who teach courses related to plate tectonics but have not yet adopted best practices of engaged pedagogy. Following recommendations made in the recent tectonics community vision document, the principal investigators plan to develop a set of six short, quick-start resources, named term on-ramp guides, that will help facilitate access to and adoption of a more engaged and inclusive pedagogy. Each ~2 page on-ramp guide will focus on a single geoscience education-related topic and will include a short description of the topic as well as a list of exemplary tectonics teaching activities with links to additional resources for further exploration. The primary activities supported by the grant will be 1) a preliminary virtual meeting to organize the twelve participants into teams and to launch the development process, 2) a three-day writing workshop for teams to meet face-to-face to write the on-ramp guides and prepare them for dissemination, and 3) dissemination of the completed guides. On-ramp guides will be published as web pages available through high-level links on the existing geoscience education resource pages hosted by the Science Education Resource Center (SERC) and disseminated as pdf files with active web links. The pdf format will enable us to email the guides widely and have them hosted on web sites other than those at SERC in order to enable more people to discover, navigate, and use the available resources.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

在过去的二十年中，已经进行了广泛的努力，以改变科学，技术，工程和数学（STEM）的本科教学，以便更有效地对所有学生进行教育，同时增加了未来劳动力所需的STEM专业的招聘和保留。这种转变包括从主要的讲座和基于内容的教学转变为更具互动和基于询问的课程。在地球科学中，变革的主要代理之一是美国国家科学基金会（NSF）支持了尖端专业发展计划。从2002年到2012年，该计划提供了100多个专业发展研讨会，这些研讨会达到了约20％的地球科学教师。尽管该计划对地球科学的教学实践产生了重大影响，但统计数据表明，很大一部分地球科学教师尚未朝着将互动教学实践纳入本科课程中。此外，此前工作的成功导致了大量的收藏（超过5000页）资源，这些资源可能会使新用户感到不知所措。因此，该项目的目的是开发并广泛分发一组名为“ RAMP指南”的现有资源的简短，快速启动的手册，以教授与板块构造有关的课程的教职员工。这些越野指南将有助于获得现有的社区资源，并采用更多基于互动和询问的教学。尽管这项努力源于最近提交给NSF的构造社区愿景文件中提出的建议，但首席调查人员预计，他们开发的资源很容易适应其他地球科学学科或STEM领域。尽管在过去的二十年中获得了可观的收益，但在过去的二十年中，大部分的地球科学教练都尚未迈向他们既融入他们的公交教学练习''的地球科学教练。该项目的目的是接触并使一部分教授与板块构造有关但尚未采用订婚教学法的最佳实践的教职员工。根据最近的《构造社区愿景文件》中提出的建议，首席调查人员计划开发一组六个简短的快速启动资源，称为“坡道上的指南”，这将有助于促进并采用更具参与和包容性的教学法。每个〜2页面坡道指南都将重点介绍与地球科学教育相关的单个主题，并将包括对该主题的简短描述以及示例性的构造教学活动列表，并链接到其他资源以进行进一步探索。赠款支持的主要活动将是1）初步的虚拟会议，将十二名参与者组织成团队并启动开发过程，2）为期三天的写作讲习班，供团队面对面，面对面撰写跨度向导并准备散布，并准备他们进行散布，3）散发出完整的指南。坡道指南将作为网页发布，通过科学教育资源中心（SERC）托管的现有地球科学教育资源页面上的高级链接可用，并通过有效的Web链接作为PDF文件传播。 PDF格式将使我们能够广泛通过电子邮件发送指南，并在SERC以外的其他网站上托管，以便更多的人能够发现，导航和使用可用资源。本奖奖反映了NSF的法定任务，并认为通过使用该基金会的知识分子和更广泛的影响来评估Criteria的评估。