Facilitating Widespread Implementation of Teaching Strategies Known to Promote Student Success throughout a State System of Colleges

促进在整个州立大学系统中广泛实施已知的促进学生成功的教学策略

• 批准号: 2121447
• 负责人: Michelle Withers
• 金额: $ 29.98万
• 依托单位: SUNY at Binghamton
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-10-15 至 2024-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2121447&HistoricalAwards=false
• 关键词: Facilitating; Widespread; Implementation; Teaching; Strategies

This project aims to serve the national interest by promoting widespread use of evidence-based, equitable teaching practices that promote learning, success and persistence for our students, particularly those from historically excluded groups. Equipping diverse STEM graduates with the knowledge, critical thinking skills, and problem-solving skills to address complex societal challenges like climate change is critical for sustainable growth and development of our economy and democratic society. The challenge addressed by this grant is that STEM educators receive very rigorous post-graduate training in their disciplines but little to no pedagogical training, leaving them to rely on traditional lecture approaches that have been shown to be less effective in driving student learning or retention in STEM majors. This Level 1 Institutional and Community Transformation IUSE grant will develop and evaluate the impact of a professional development program that targets a state school system: the State University of New York (SUNY) system, which is the largest state system of post-secondary schools in the US. The project provides effective training and support for faculty in the use of teaching strategies that improve the success and persistence of their students, particularly from traditionally underserved social groups. The project is building on the success of two national professional development programs that are joining forces to provide three tiers of training and support to faculty in the SUNY system. This project will focus on a subset of schools that are geographically distributed across the SUNY system, which have built connections and momentum as part of a SUNY-system pilot grant in 2019-2020. Participants in the project will take part in training and community groups to support their adoption of innovative teaching practices. The goal of this project is to leverage the connections within the SUNY school system to accelerate diffusion of inclusive, evidence-based instructional practices (EBIPs). The project intends to employ three important levers for change – professional development, agents of change, and communities of support (Laursen et al., 2019) – to accelerate adoption of high impact practices (HIPs) already occurring within pockets in this system. As part of the proposed activities, the first cohort of faculty will take part in three levels of training and support designed to maximize the likelihood that they will adopt one of three HIPs: project-based learning (PBL), course-based undergraduate research experiences (CUREs) or vertically integrated projects (VIPs). Two nationally prominent professional development programs – the Mobile Summer Institutes on Scientific Teaching (MoSI) and the Science Education for New Civic Engagements and Responsibilities (SENCER) - will provide general training in the implementation of EBIPs. Participants will receive specific training in implementation of one of the three HIPS by local change agents who have successfully deployed these strategies. Finally, participants will join a faculty mentoring network (FMN) of their peers and two expert leaders who will provide support and guidance as they begin the process of implementing HIPs on their own campuses. This longer-term support through community is emerging as an important lever to promote full adoption of innovative teaching strategies. Participation in the project training programs will be tracked and changes in teaching beliefs and behaviors will be measured to determine the efficacy of this approach in fostering widespread change in teaching. 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.

该项目旨在通过促进基于循证的公平教学实践的广泛使用来促进我们的学生，尤其是从历史上被排除的群体中促进学习，成功和持久性，以促进基于循证的公平教学实践来服务国家利益。为潜水员STEM毕业生提供知识，批判性思维能力和解决问题的技能，以应对诸如气候变化之类的复杂社会挑战对于我们的经济和民主社会的可持续发展和发展至关重要。这笔赠款提出的挑战是，STEM教育者在学科中接受了非常严格的研究生培训，但几乎没有教学培训，因此他们依靠传统的讲座方法，这些方法被证明在推动学生学习或在STEM专业中的保留方面有效。该级别1机构和社区转型IUSE GRANT将开发和评估针对州立学校系统的专业发展计划的影响：纽约州立大学（SUNY）系统，该系统是美国最大的州大专院校。该项目在使用教学策略方面为教师提供了有效的培训和支持，以改善学生的成功和持久性，尤其是从传统服务不足的社会群体中。该项目基于两个国家专业发展计划的成功，这些计划正在联合起来为SUNY系统中的教师提供三层培训和支持。该项目将重点放在整个SUNY系统上分布的一部分学校，这些学校在2019 - 2020年建立了连接和动力，作为SUNY系统飞行员赠款的一部分。该项目的参与者将参加培训和社区团体，以支持他们采用创新的教学实践。该项目的目的是利用SUNY学校系统中的连接来加速包容性的，基于证据的教学实践（EBIPS）。该项目打算采用三个重要的杠杆来进行变革 - 专业发展，变革的推动者和支持社区（Laursen等，2019），以加快该系统口袋内已经发生的高影响力实践（HIP）的采用。作为拟议活动的一部分，第一家教职员工将参加三个级别的培训和支持，旨在最大程度地提高他们将采用三个臀部之一：基于项目的学习（PBL），基于课程的本科研究经验（治疗）或垂直整合项目（VIP）。全国著名的专业发展计划 - 移动夏季科学教学研究所（MOSI）和新的公民订婚与责任的科学教育（SENCER） - 将在实施EBIP的实施方面提供一般培训。参与者将通过成功部署这些策略的当地变革代理人的三个臀部之一，接受特定的培训。最后，参与者将加入一个同行的教师心理网络（FMN）和两名专家领导者，他们将在开始在自己的校园内实施臀部的过程时提供支持和指导。通过社区的长期支持正在成为促进全面采用创新教学的重要杠杆。策略。将跟踪参与项目培训计划，并将衡量教学信念和行为的变化，以确定这种方法在促进教学宽度变化方面的效率。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纪律社区的机构之间进行转变和改善STEM教育。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的影响来通过评估来支持的。