Deep Teaching Residency: A Faculty Development Program for Design and Implementation of Inclusive Undergraduate STEM Teaching Practices

深度教学实习：设计和实施包容性本科 STEM 教学实践的教师发展计划

• 批准号: 2021494
• 负责人: Bryan Dewsbury
• 金额: $ 29.99万
• 依托单位: University of Rhode Island
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-10-01 至 2022-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2021494&HistoricalAwards=false
• 关键词: Deep; Teaching; Residency; Faculty; Development

This project aims to serve the national interest in excellent undergraduate STEM education. It will do so by engaging undergraduate STEM instructors in cultivating inclusive climates in their STEM classrooms. Specifically, the project intends to address the need for a more relationship-oriented approach to STEM teaching. Such an approach can increase students' academic performance and sense of belonging, particularly for students from historically disenfranchised backgrounds. To support these changes, the project will engage two cohorts of 24 undergraduate STEM instructors in a year-long residency. These STEM instructors will be selected from across the nation and from different institutional types. The residency will be based on the Deep Teaching conceptual model developed by the primary investigator. Deep Teaching emphasizes self-awareness, empathy, and reflective teaching. The residency model also will apply the philosophy that developing inclusive curricula is difficult, ongoing, and successful only when done in the context of a supportive community. The residency will begin with preparatory reading and reflection, followed by an immersive five-day workshop during the summer. At the workshop, the STEM instructors will explore the role of self-awareness in inclusive practices, design context-specific projects to complete in the following academic year, and design a structure to support implementation of the projects during that time. In the academic year following each workshop, the project will continue to provide the instructor cohort with community support and accountability via a virtual Deep Teaching mentoring network. Ultimately, the project seeks to create a community of scholars who engage deeply in ongoing, intentional work to transform STEM courses toward more inclusive teaching practices.The specific aims of the project are to: 1) Build a community of scholar-educators committed to developing and evaluating their inclusive teaching practices; 2) Meaningfully transform faculty participant mindsets in the direction of equity-based pedagogies; 3) Assist faculty participants in expanding knowledge and requisite skills pertaining to inclusive teaching practices; and 4) Support participants in the design, implementation, and assessment of an inclusive pedagogy project in their own classrooms and the dissemination of their findings to a broader academic audience. The research aspect of the project will incorporate a cognitive frames approach to investigate the ways in which faculty mindsets migrate from diversity, to deficit, to equity-minded pedagogies. This research will take a qualitative analysis approach using data gathered from reflective journals and course artifacts. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Institutional and Community Transformation track, the program supports efforts to transform and improve STEM education across institutions of higher education and disciplinary communities.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.

该项目旨在为良好的本科STEM教育提供国家利益。它将通过让本科STEM讲师参与其STEM教室中的包容性气候来做到这一点。具体而言，该项目旨在满足对更面向关系的STEM教学方法的需求。 这样的方法可以提高学生的学业表现和归属感，尤其是对于历史上被剥夺特权背景的学生而言。为了支持这些变化，该项目将在为期一年的居住期间与24名本科STEM教练组成的队列。 这些STEM讲师将从全国各地和不同的机构类型中选出。居住权将基于主要研究者开发的深层教学概念模型。深刻的教学强调自我意识，同理心和反思性教学。居住模型还将应用这样的理念，即只有在支持社区的背景下，开发包容性课程才是困难，持续和成功的哲学。居留权将从准备性阅读和反思开始，然后在夏季进行五天的身临其境的研讨会。在研讨会上，STEM讲师将探讨自我意识在包容性实践中的作用，在下一学年中要完成的特定环境项目，并设计一种在此期间支持项目实施的结构。在每个研讨会之后的学年中，该项目将继续通过虚拟深度教学指导网络为讲师队列提供社区的支持和问责制。最终，该项目试图建立一个学者社区，他们深入参与持续的，有意的工作，以将STEM课程转变为更具包容性的教学实践。该项目的具体目的是：1）建立一个致力于发展和评估其包容性教学实践的学者社区； 2）有意义地将教师的思维方式转变为基于公平的教学法的方向； 3）协助教师参与者扩大与包容性教学实践有关的知识和必要技能； 4）支持参与者在自己的教室中对包容性教学项目的设计，实施和评估，并将其发现传播给更广泛的学术受众。该项目的研究方面将结合一种认知框架方法，以调查教师思维方式从多样性，赤字到公平意识的教学法的方式。这项研究将使用从反思性期刊和课程文物中收集的数据采用定性分析方法。 NSF IUSE：EHR计划支持研发项目，以提高所有学生STEM教育的有效性。通过机构和社区转型的轨道，该计划支持努力在高等教育和学科社区的机构中转变和改善STEM教育的努力。该奖项反映了NSF的法定任务，并被认为是值得通过基金会的知识分子优点和更广泛影响的评估来进行评估的审查标准。