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（由申请提供）：我们将建立一个称为“ UCLA Postdocs在教师培训中的纵向投资”或提升的培训计划。该计划涉及从UCLA的“准备未来的教师”（PFF）课程和“生命科学教育创新中心”（CEILS）培训创新的积极学习教学法。随后将在我们的合作伙伴机构，加利福尼亚州立大学洛杉矶（Csula）中获得指导的教学经验。 Csula在科学技术，工程和数学（STEM）中的代表性不足的少数民族（URM）约为70％。它的生物化学和生物学专业的毕业率很低。目前使用传统讲座格式的个别讲师教授生物学入门生物学和生物化学课程简介。我们的学者将与Csula导师一起教授这些课程，并将其转换为积极的学习形式，该格式在学者和导师的专业知识领域中融合了许多翻转的讲座。加州大学洛杉矶分校的高等教育研究所（HERI）将使用最先进的评估方法形式地评估该计划。评估数据将用于每年进化课程，每一轮新的学者都在上一轮中建立并改善课堂活动。我们的目标是达到18个学者的稳定状态，以加快csula课程向积极学习的过渡。我们将测试以下假设：通过在许多研究中纳入活跃的学习技术，以增强URM的保留，我们将增加Csula的保留率和生物学和生物化学专业的时间。加州大学洛杉矶分校的研究培训学院包括66位杰出科学家 - 9位是美国国家科学院的成员 - 选择他们的领导，奖学金，教学和指导记录。培训学院涵盖了采用最新技术的广泛研究主题。所有参加壁内的培训教师，特定于学科的研究活动，使学者有许多机会展示他们的研究并从多个教师那里获得反馈。具有出色的研究证书和对教学承诺的最新博士将被积极招募。 1年级的津贴支持来自研究导师，而2 - 4年的支持将是IRACDA。在第一年，学员将在UCLA进行研究并参加PFF课程和CEILS研讨会。在接下来的几年中，学员将继续研究，学习UCLA生命科学核心中的翻转演讲形式，并教授越来越多的Csula班级课程，从2年到3年。课程准备将涉及伙伴机构的教职员工的心理，而学员则开发了积极的学习模块。导师，计划主管和HEI将使用“本科词干的课堂观察方案”对教学进行密切监控，该协议专门衡量了积极的学习。在第4年，重点将主要是研究。基于隆重的基于广泛的行政支持在UCLA和CSULA上承诺开发新一代的一系列在积极学习和URM保留方面接受培训的高效教师。