UPLIFT: UCLA Postdocs' Longitudinal Investment in Faculty Training

UPLIFT：加州大学洛杉矶分校博士后对教师培训的纵向投资

• 批准号: 8932232
• 负责人: MICHAEL F CAREY
• 金额: $ 31.46万
• 依托单位: UNIVERSITY OF CALIFORNIA LOS ANGELES
• 依托单位国家: 美国
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-09-01 至 2021-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8932232
• 关键词: Active Learning; Area; Biochemistry; Biological Sciences; Biology; California; Data; Development; Education; Educational process of instructing; Educational workshop; Evaluation; Faculty; Feedback; Future Teacher; Generations; Goals; Graduation Rates; Individual; Institution; Investments; Leadership; Learning; Learning Module; Los Angeles; Measures; Mentors; Monitor; Postdoctoral Fellow; Preparation; Protocols documentation; Records; Recruitment Activity; Research; Research Activity; Research Institute; Research Training; Science, Technology, Engineering and Mathematics; Scientist; Teacher Professional Development; Technology; Testing; Time; Training; Training Programs; Underrepresented Minority; United States National Academy of Sciences; Universities; base; education research; experience; faculty mentor; improved; innovation; instructor; lectures; member; new technology; pedagogy; programs; retention rate; teacher community; teacher scholarship

 DESCRIPTION (provided by applicant): We will establish a training program for postdoctoral fellows called "UCLA Postdocs' Longitudinal Investment in Faculty Training" or UPLIFT. This program involves training in innovative active learning pedagogy from UCLA's "Preparing Future Faculty" (PFF) course and the "Center for Education Innovation in the Life Sciences" (CEILS). This will be followed by a mentored teaching experience at our partner institution, California State University, Los Angeles (CSULA). CSULA comprises ~70% underrepresented minorities (URMs) in Science Technology, Engineering and Math (STEM). It has low 6-year graduation rates in the Biochemistry and Biology majors. Individual instructors using traditional lecture format currently teach the Introductory Biology and Introduction to Biochemistry courses. Our scholars will team teach these courses with their CSULA mentors and convert them to an active learning format that incorporates numerous flipped lectures in the scholars' and mentors' areas of expertise. UCLA's Higher Education Research Institute (HERI) will formatively evaluate the program using state-of-the-art assessment approaches. The evaluation data will be used to evolve the courses annually with each new round of scholars building upon and improving class activities from the previous round. Our goal is to reach a steady state of 18 scholars to accelerate transition of CSULA courses to active learning. We will test the hypothesis that by incorporating active learning technology, shown in numerous studies to enhance retention of URMs, we will augment CSULA's retention rate and time-to-degree for Biology and Biochemistry majors. UCLA's research training faculty includes 66 outstanding scientists -- 9 are members of the National Academy of Sciences -- chosen for their records of leadership, scholarship, teaching and mentoring. The training faculty cover a wide breadth of research topics employing the newest technologies. All training faculty participate in intramural, disciplin-specific research activities that allow scholars numerous opportunities to present their research and receive feedback from multiple faculty. Recent PhDs with outstanding research credentials and a commitment to teaching will be actively recruited. Stipend support in year 1 derives from the research mentors, while support in years 2-4 will be IRACDA. In year 1, the trainees will perform research and participate in the PFF course and the CEILS workshops at UCLA. In the following years, trainees will continue research, learn the flipped lecture format in UCLA's Life Sciences Core, and teach an increasing number of CSULA class sessions from years 2 to 3. Course preparation will involve mentoring by faculty at the partner institution while the trainees develop active learning modules. The teaching will be closely monitored by the mentors, program directors and HERI using "Classroom Observation Protocols for Undergraduate STEM," which specifically measures active learning. In year 4, the focus will be largely in research. The broad-based administrative support for UPLIFT assures a commitment at UCLA and CSULA to the development of a new generation of highly effective faculty trained in active learning and URM retention.

 描述：我们将被称为“教师培训中的UCLA PostDocs'l T”，这将延长从“ PFF”课程中进行创新的主动学习教学法和“生活科学教育创新的中心”（CEILS）。这将是紧随其后的是洛杉矶加利福尼亚州立大学（CSULA）的指导教学者，包括约70％的科学技术，工程和数学的少数群体（URMS）。这些课程及其csula的课程将其纳入积极的学习形式，在学者中融合了许多翻转的讲座。方法。评估数据将在每一轮学者建立并改善班级活动的情况下建立我们的目标是达到稳定的稳定稳定稳定稳定的稳定稳定稳定的稳定稳定稳定的稳定稳定状态，以加速传播到主动学习通过纳入活跃的技术，可以提高SULA​​的保留率和生物化学专业的待办事项。最新的技术。学者的研究机会很多，并获得了杰出的研究证书。在第1年，受训者Willm研究并参加了UCLA的PFF课程和CEILS研讨会。 E。在UCLA和CSULA的提交对积极学习和URM退休培训的教师的发展。