Changing physics and astronomy education culture: A reflective practice model of faculty development to support diversity, equity, inclusion, and excellence

改变物理和天文学教育文化：支持多样性、公平、包容和卓越的教师发展反思实践模型

基本信息

批准号：
2141795
负责人：
Edward Prather
金额：
$ 24.69万
依托单位：
University of Arizona
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2022
资助国家：
美国
起止时间：
2022-05-01 至 2027-04-30
项目状态：
未结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2141795&HistoricalAwards=false
关键词：
Changing physics astronomy education culture

项目摘要

This project aims to improve and broaden participation in undergraduate STEM education through faculty use of student centered pedagogical practices in their teaching that also foster diversity, equity, and inclusion in physics and astronomy. Most new college and university faculty in science, technology, engineering, and mathematics (STEM) begin their teaching careers with little or no experience with methods of effective pedagogy, including methods for addressing and improving diversity, equity, and inclusion. To remedy this problem in physics and astronomy, the American Association of Physics Teachers, the American Astronomical Society, and the American Physical Society propose to build on and bolster the successful series of Physics and Astronomy Faculty Workshops. With partners from the University of Virginia, the University of Washington (Bothell), and the University of Arizona, the project will implement a significant redesign of the workshops based on what has been learned from participant feedback, workshop evaluations, research into faculty professional development, and the needs of today’s faculty. Effective practices for enhancing diversity, equity and inclusion will be integrated throughout the workshops. In addition to tenure-track faculty, the project will foster the participation of adjunct, part-time, and primarily instructional faculty, who, collectively, teach an increasing fraction of physics and astronomy courses across the country. The project redesign will add four new components: (1) a restructured program delivered by a core set of well-prepared presenters, focusing on the development of participants’ Individual Development Plans; (2) an overarching emphasis on the professional development of the “whole faculty member,” as faculty members grow as educators, researchers, and professionals; (3) an enhanced set of post-workshop activities to provide coaching and feedback for the workshop participants as they implement student-centered instructional practices; and (4) a research program focusing on how faculty develop from novices to reflective practitioners in their role as educators. Despite the successes of the New Faculty Workshops to date, studies show that some faculty members do not persist in implementing those pedagogical practices. The redesigned program will directly address this "implementation dip" by developing habits of mind that support resilience, reflection, and continuous improvement of teaching, and engaging faculty in an inclusive community of educators that helps them navigate and integrate student-centered teaching practices throughout their careers. The research and evaluation are designed to inform the improvement of workshops and post-workshop activities and contribute to an understanding of the role of reflective practice in tackling the implementation gap associated with sustaining student centered pedagogical practice in undergraduate STEM education. 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.

该项目旨在通过以学生为中心的教学来改善参与者的教学，这也促进了多样性，并纳入物理和天文学。包括解决D的方法，以改善多样性，公平性和包容性，以弥补物理学和天文学的问题天文学教职员工。当今的教职员工。添加四个新组件（1）NT计划；（2）作为教师，研究人员和专业人士的教职员工成长为“整个教职员工”的专业发展；（4）新手的反思者，新教师的成员的成功。并让教师参与一个包容性的社区，以帮助他们以学生为中心的茶几纳入他们的职业生涯。对所有学生的茎教育。影响审查标准。