Institutional Transformation through Curriculum and Faculty Development to Serve the Modern Chemistry Student

通过课程和师资发展进行机构转型，为现代化学学生服务

基本信息

批准号：
2111446
负责人：
Donald Wink
金额：
$ 199.96万
依托单位：
University of Illinois at Chicago
依托单位国家：
美国
项目类别：
Continuing Grant
财政年份：
2021
资助国家：
美国
起止时间：
2021-10-01 至 2026-09-30
项目状态：
未结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2111446&HistoricalAwards=false
关键词：
Institutional Transformation through Curriculum Faculty

项目摘要

This project aims to serve the national interest by implementing evidenced-based teaching and inclusion practices throughout the undergraduate curriculum at a public research university with a diverse student body. This works to address the important problem of how change at the individual course or faculty level is insufficient to drive institutional transformation. Such transformation will be done through a multi-year effort that provides for faculty and curriculum development work that engages multiple faculty and covers all courses, including lecture and laboratory instruction in general, analytical, inorganic, physical chemistry, and biochemistry. Faculty will engage in multiple iterations of course revision using reflective practices that will provide data that characterizes the targeted outcomes of their revision work and, then, support iterative change. This will include a consistent emphasis on incorporating examples from current research and societal problems, to allow courses to improve how they teach students how to apply their knowledge to contemporary problems. The significance of this work lies in its potential to answer the important problem of knowing how to support change at the institutional level with efforts that engage curriculum-wide work by multiple faculty. The project builds on methods of design-based research, applied at the level of faculty development, individual courses, and throughout the entire department. Curricular reform will include components of the use of big ideas shared throughout the curriculum, linked also to applications in society and current research, specific science practices, and the incorporation of evidence-based instructional practices to support student knowledge and skill growth over time. Faculty development work includes components of analyzing chemistry teaching and learning, planning for instruction, reflecting on instructional practice, and collaborative action research investigation of the curriculum development. The research on the program will contribute to deepening understanding of how individual faculty and course change can occur and how this affects institutional transformation. The work will be disseminated through sharable tools that are used within the faculty and curriculum development community; individual reports in the education literature about course changes, and reports in the research literature that advance understanding of the intersecting activities of curriculum and faculty development and change at the institutional level.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.

该项目旨在通过在一所具有多样化的学生团体的公共研究大学的本科课程中实施基于基于的教学和包容性实践来为国家利益提供服务。这旨在解决如何在个人课程或教职员工层面的变化不足以推动机构转型的重要问题。这种转变将通过多年的努力进行，该努力为教师和课程发展工作提供了参与多个教师的工作，并涵盖了所有课程，包括一般，分析，无机，物理化学和生物化学的讲座和实验室教学。教师将使用反思性实践进行多次迭代修订，这些练习将提供描述其修订工作目标结果的数据，然后支持迭代性更改。这将包括一致的重点将当前研究和社会问题的示例纳入其中，以允许课程改善他们如何教学生如何将知识应用于当代问题的方式。这项工作的重要性在于它的潜力是回答重要的问题，即知道如何通过多个教师在整个课程范围内的努力来支持机构层面的变化。该项目以基于设计的研究方法为基础，该方法应用于教师发展，个别课程以及整个部门的水平。课程改革将包括整个课程中共享的大思想的组成部分，还与社会和当前研究，特定科学实践的应用以及融入基于证据的教学实践以支持学生知识和技能的成长有关。教师发展工作包括分析化学教学，教学计划，思考教学实践以及对课程发展的协作行动研究调查的组成部分。该计划的研究将有助于加深对个人教师和课程变化的发生以及这如何影响机构转型的理解。这项工作将通过教师和课程发展社区中使用的可共享工具进行传播；教育文献中有关课程变化的个人报告，以及在研究文献中的报告，即在机构层面提前了解课程和教师发展和教师发展和变革的相交活动。该奖项反映了NSF的法定任务，并被认为值得通过评估来支持利用基金会的知识分子和更广泛的影响审查标准。