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: 2200610
• 负责人: Bryan Dewsbury
• 金额: $ 29.99万
• 依托单位: Florida International University
• 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: 2022-09-01 至 2024-11-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2200610&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.

该项目旨在服务于优秀本科 STEM 教育的国家利益。它将通过让本科生 STEM 教师在 STEM 课堂上培养包容性氛围来实现这一目标。具体来说，该项目旨在满足 STEM 教学对更加以关系为导向的方法的需求。 这种方法可以提高学生的学业成绩和归属感，特别是对于来自历史上被剥夺权利背景的学生。为了支持这些变革，该项目将聘请两组 24 名本科 STEM 讲师进行为期一年的实习。 这些 STEM 讲师将从全国各地不同类型的机构中选拔。住院医师实习将基于主要研究者开发的深度教学概念模型。深度教学强调自我意识、同理心和反思性教学。住院医师培训模式还将应用这样的理念：只有在支持性社区的背景下开发包容性课程是困难的、持续的和成功的。驻留项目将从准备性阅读和反思开始，然后在夏季举办为期五天的沉浸式研讨会。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，设计要在下一学年完成的特定背景项目，并设计一个支持该期间项目实施的结构。在每次研讨会之后的学年，该项目将继续通过虚拟深度教学指导网络为教师群体提供社区支持和问责制。最终，该项目旨在创建一个学者社区，他们深入参与持续、有意识的工作，将 STEM 课程转变为更具包容性的教学实践。该项目的具体目标是： 1) 建立一个致力于发展的学者教育者社区并评估他们的包容性教学实践； 2) 有意义地转变教师参与心态，转向基于公平的教学法； 3）协助教师参与者扩展与全纳教学实践相关的知识和必要技能； 4) 支持参与者在自己的课堂上设计、实施和评估包容性教育学项目，并将其研究结果传播给更广泛的学术受众。该项目的研究方面将采用认知框架方法来调查教师思维方式从多样性、赤字和公平意识的教学法转变的方式。这项研究将采用从反思性期刊和课程工件中收集的数据进行定性分析。 NSF IUSE：EHR 计划支持研究和开发项目，以提高所有学生 STEM 教育的有效性。通过机构和社区转型轨道，该计划支持高等教育机构和学科界的 STEM 教育转型和改进工作。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力优势和更广泛的影响进行评估，被认为值得支持审查标准。