Changing Department Culture to Achieve Inclusive Excellence in 2-year STEM Education

改变部门文化，实现两年 STEM 教育的包容性卓越

• 批准号: 2228211
• 负责人: Maggie Prater
• 金额: $ 131.44万
• 依托单位: Front Range Community College
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-01-01 至 2027-12-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2228211&HistoricalAwards=false
• 关键词: Changing; Department; Culture; Achieve; Inclusive; Changing; Department; Culture; Achieve; Inclusive

This project aims to serve the national interest by developing a model to transform science department culture at a two-year college to reflect values of inclusion and to embrace the expectation that all students are capable of succeeding. This project investigates the effectiveness of a department-wide faculty professional development program to improve student learning and the student experience. Inclusive transformation is a community effort: fostering robust faculty collaboration ensures better utilization of inclusive teaching practices and more intentional and supportive classroom cultures, resulting in fundamental changes in the way students learn science. During the training program, faculty will be supported as they redesign their teaching to incorporate proven inclusive learning practices with a focus on equity. Collaborative, systematic improvement in science education creates educational spaces that welcome students into the scientific community. These changes have the potential to improve student confidence, support diverse backgrounds and perspectives, and encourage students to pursue science careers. This project plans to study the effectiveness of engaging faculty department-wide for sustainable improvement of science education at an emerging two-year Hispanic-Serving Institution. Significantly, two-year colleges support diverse student populations, and up to half of eventual STEM college graduates take classes at a two-year college. Therefore, incorporating inclusive teaching strategies into foundational courses is essential to building a diverse STEM workforce.This project intends to support systemic culture change in the interdisciplinary science department of Front Range Community College, with a scope of 11 science disciplines and approximately 50 full- and part-time faculty. The goals of this project are to improve student learning and success in science courses, decrease opportunity gaps among Persons Excluded because of their Ethnicity or Race (PEERs), and increase student retention and persistence in STEM. Department transformation will occur through collaborative professional development programs at three levels: (1) training faculty through a 2-year program focused on active learning and inclusive pedagogy, (2) departmental retreats and reflective practice groups to define and discuss common equity goals, and (3) welcoming and mentoring new faculty. This project plans to study the effectiveness of this culture change using classroom observation tools, disaggregated student success metrics, and measures of faculty engagement and student science identity. This framework can be used to support innovation and research-based inclusive practices and to inform institutional transformation efforts in other science departments. The findings from this project will contribute to understanding the efficacy of pedagogical practices in two-year colleges. The NSF program description on Advancing Innovation and Impact in Undergraduate STEM Education at Two-year Institutions of Higher Education supports projects that advance STEM education initiatives at two-year colleges. The program description promotes innovative and evidence-based practices in undergraduate STEM education at two-year colleges.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.

该项目旨在通过开发一种模型来改变两年学院的科学系文化，以反映包容性的价值并接受人们对所有学生都能成功的期望，以实现科学系文化。该项目调查了一项部门范围内的教师专业发展计划的有效性，以改善学生学习和学生的体验。包容性的转型是社区的努力：促进强大的教师合作确保更好地利用包容性教学实践以及更有意和支持的教室文化，从而导致学生学习科学的方式的根本变化。 在培训计划期间，教师将在重新设计教学以纳入具有公平性的包容性学习实践时得到支持。科学教育的协作，系统的改进创造了教育空间，欢迎学生进入科学界。这些变化有可能提高学生的信心，支持各种背景和观点，并鼓励学生从事科学职业。该项目计划研究新兴的西班牙裔服务机构在新兴的西班牙裔服务机构中，使教职部门范围内的科学教育的可持续改进的有效性。值得注意的是，两年的大学支持多元化的学生人数，最终的STEM大学毕业生中有多达一半的大学在两年的大学上课。 因此，将包容性的教学策略纳入基础课程对于建立多样化的STEM劳动力至关重要。该项目旨在支持前排社区学院跨学科科学系的系统性文化变化，并拥有11个科学学科和大约50个全职和兼职教师的范围。 该项目的目标是改善学生学习和科学课程的成功，减少因其种族或种族（同龄人）而被排除在外的人之间的机会差距，并增加了STEM的学生保留和持久性。部门转型将通过三个级别的协作专业发展计划进行：（1）通过一项针对积极学习和包容性教学法的2年计划培训教师，（2）部门撤退和反思性实践小组来定义和讨论共同的公平目标，以及（3）欢迎和指导新的教师。该项目计划使用课堂观察工具，分解学生的成功指标以及教师参与度和学生科学身份的措施来研究这种文化变化的有效性。 该框架可用于支持创新和基于研究的包容性实践，并为其他科学部门的机构转型工作提供信息。该项目的发现将有助于了解两年级大学的教学实践的功效。 NSF计划的描述有关在两年的高等教育机构中推进创新和影响本科STEM教育的影响，支持在两年学院提高STEM教育计划的项目。该计划的描述促进了两年年级大学的本科STEM教育的创新和基于证据的实践。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标准来通过评估来支持的。