The CIRTL Network - Shaping, Connecting, and Supporting the Future National STEM Faculty

研究型大学培养的研究生流向所有本科院校的科学、技术、工程和数学(STEM)系，分散在4000多所研究型大学、综合性大学、文科学院和社区学院。因此，研究型大学的研究生将塑造美国STEM本科教育的未来。研究、教学和学习整合中心(CIRTL)以研究生教育为杠杆，培养一支具有能力和承诺的全国性STEM教师队伍，为所有学生实施和改进有效的教学实践。研究型大学能够也将培养STEM研究生成为前沿研究人员和优秀教师。利用威斯康星大学麦迪逊分校作为实验室，CIRTL开发、实施、评估和制度化了一个跨学科的学习社区，为STEM未来的教学和学习做好准备。在3年的时间里，所有STEM领域的1000多名研究生、博士后研究人员和教职员工投入到学习社区中，以提高他们的教学能力。这些成果源于三个核心理念：(A)将改进教学和学习纳入STEM研究模式(教学作为研究)；(B)将专业发展纳入STEM未来和现有教职员工的学习共同体并为其服务；(C)通过学生的多样性(通过多样性学习)加强所有人的学习。智力上的功绩。在这个项目中，CIRTL试图将原型CIRTL学习社区的成功成果推广到全国范围。在同样强大的理念的基础上，CIRTL的战略是创建一个由不同研究型大学共同参与教学即研究活动的学习社区，为所有学生培养未来的教师。为了形成这一战略的原型，CIRTL建立了由七所不同研究型大学组成的CIRTL网络：科罗拉多大学博尔德分校、霍华德大学、密歇根州立大学、宾夕法尼亚州立大学、德克萨斯农工大学、范德比尔特大学和威斯康星大学麦迪逊分校。CIRTL网络正在通过三种方式发展国家STEM教员：1)每所大学都在建立一个学习社区，为未来的STEM教员做准备，每所大学都在借鉴其他大学的成功经验。七所不同的大学共同加强STEM学科的学习；改进服务课程的教学；制定专业发展框架；建立一个研究、教学和学习相结合的研究所；整合学习科学；培养探究式学习的技能；以及培训有效的研究导师。2)未来的教师正在为教授所有学生做好更好的准备，当他们与CIRTL网络的本科生、毕业生和机构进行有意义的互动时。跨网络学习社区通过在线社区中心、远程课程、交流计划、暑期沉浸计划、种子赠款计划、通过多样性学习中心以及一项联合倡议，为教师准备教职前K12教师，从而促进这种体验。3)通过将CIRTL网络与国家STEM教师发展计划--万花筒计划(PKAL)联系起来，未来的教师将更顺利地从CIRTL网络学习社区过渡到他们的新教师职位。CIRTL和PKAL正在调整PKAL领导力学院，为未来的教师在他们所在的高等教育环境中取得成功并影响他们做好准备。CIRTL和PKAL还将CIRTL网络的未来和新教师与PKAL 21世纪教师配对，这些教师来自全国各地的高校。更广泛的影响。该中心正在广泛传播加强STEM教与学的工具和战略。通过全国性的CIRTL论坛、网站、出版物、STEM学科演讲以及与国家高等教育机构的合作，CIRTL继续成为关于未来STEM教师培养的全国对话的焦点。CIRTL网络原型的目标是每年培养1200名未来的教职员工。一旦扩大规模的战略被证明是成功的，CIRTL网络将增加参与该网络的大学和未来教师的数量。CIRTL网络也正在影响网络之外的大学的研究生教育，并成为其他类似设计的网络的典范。归根结底，这项工作的影响将是为每一所本科院校提供STEM师资，使所有学生能够实现STEM扫盲，他们的教学促进STEM职业的招聘，他们的领导确保STEM教育的持续发展。该项目由教育和人力资源局的本科教育司、数学和物理科学局的多学科活动办公室、地球科学局的地球科学和地球科学教育方案司以及生物科学局的生物基础设施司共同资助。

The graduate students trained at research universities flow into the science, technology, engineering, and mathematics (STEM) faculties of all undergraduate institutions, dispersing among more than 4,000 research universities, comprehensive universities, liberal arts colleges, and community colleges. Thus, graduate students at research universities will shape the future of STEM undergraduate education in the United States. The Center for the Integration of Research, Teaching, and Learning (CIRTL) uses graduate education as the leverage point to develop a national STEM faculty with the capability and commitment to implement and improve effective teaching and learning practices for all students. A research university can and will prepare STEM graduate students to be both forefront researchers and excellent teachers. Using the University of Wisconsin Madison as a laboratory CIRTL has developed, implemented, evaluated, and institutionalized an interdisciplinary learning community to prepare STEM future faculty in teaching and learning. In 3 years, more than 1,000 graduate students, postdoctoral researchers, and faculty across all STEM fields engaged in the learning community to improve their teaching abilities. These outcomes arise from three core ideas: (a) integrate improving teaching and learning within a STEM research model (teaching-as-research); (b) embed professional development within a learning community of and for STEM future and current faculty; and (c) enhance the learning of all through the diversity of students (learning-through-diversity). Intellectual Merit. In this project CIRTL seeks to take the successful outcomes of the prototype CIRTL learning community to a national scale. Building on the same powerful ideas, the CIRTL strategy is to create a learning community of diverse research universities mutually engaged in teaching-as-research activities to prepare future faculty in teaching and learning for all students. To prototype this strategy, CIRTL has formed the CIRTL Network of seven diverse research universities: the University of Colorado at Boulder, Howard University, Michigan State University, Pennsylvania State University, Texas A&M University, Vanderbilt University, and the University of Wisconsin Madison. The CIRTL Network is developing the national STEM faculty in three ways: 1) Each university is establishing a learning community to prepare STEM future faculty, with each university building on the successes of the others. Collectively, the seven diverse universities are enhancing learning in STEM disciplines; improving teaching in service courses; developing a framework for professional development; establishing an institute to integrate research, teaching, and learning; integrating the learning sciences; fostering skills in inquiry-based learning; and training effective research mentors. 2) Future faculty are being better prepared for teaching all students when they interact meaningfully with the diversity of undergraduates, graduates, and institutions of the CIRTL Network. A cross-network learning community fosters such experiences through an online community center, distance courses, an exchange program, summer immersion programs, a seed grant program, a learning-through-diversity center, and a joint initiative to prepare faculty to teach preservice K12 teachers. 3) Future faculty are transitioning more smoothly from the CIRTL Network learning community into their new faculty positions through linking the CIRTL Network with Project Kaleidoscope (PKAL), a national STEM faculty development initiative. CIRTL and PKAL are adapting PKAL Leadership Institutes to prepare future faculty to succeed in and influence the higher education environment in which they land. CIRTL and PKAL also are pairing future and new faculty from the CIRTL Network with PKAL Faculty for the 21st Century mentors in colleges and universities across the country. Broader Impacts. CIRTL is disseminating broadly tools and strategies for enhancing STEM teaching and learning. Through national CIRTL Forums, Web sites, publications, presentations to STEM disciplines, and collaborations with national higher education organizations, CIRTL continues to be a focal point for the national conversation on the preparation of future STEM faculty. The goal of the prototype CIRTL Network is to prepare 1,200 future faculty annually. Once the scale-up strategy is demonstrated to be successful, the CIRTL Network will increase the number of universities and future faculty involved in the Network. The CIRTL Network also is impacting graduate education in universities beyond the network and is serving as a model for other networks of similar design. Ultimately, the impact of this work will be to provide to every undergraduate institution STEM faculty who enable all students to achieve STEM literacy, whose teaching enhances recruitment into STEM careers, and whose leadership ensures the continued advancement of STEM education. This project is co-funded by the Division of Undergraduate Education in the Directorate for Education and Human Resources, the Office of Multidisciplinary Activities in the Directorate for Mathematical and Physical Sciences, the Division of Earth Sciences and the Geoscience Education Program in the Directorate for Geosciences, and the Division of Biological Infrastructure in the Directorate for Biological Sciences.