Increasing Adoption of Active Learning in STEM Disciplines by Integrating a Faculty Development Program and a Technology-facilitated Learning Environment

该项目正在实施一项计划，以增加在科学，技术，工程和数学（STEM）教师授课的班级中采用技术增强的主动学习。以学生为中心的主动学习技术和将技术融入教学被认为对STEM学科的学习有积极影响。然而，这些方法的障碍-包括缺乏时间、机构支持和培训，以及为被动授课设计的传统教室的普遍存在，阻碍了它们的广泛采用。该项目通过以下方式消除这些障碍：1）通过发展六个STEM联络点教师队伍，促进技术增强型主动学习的实施（催化剂）沉浸在主动学习教学法中，重新设计自己的课程，并为同龄人提供榜样，2）建立以学生为中心的技术丰富的工作室教室，旨在支持主动学习教学法，评估主动学习教学法中使用的技术的有效性，以提供最佳做法建议。这些努力增加了主动学习纳入大学的所有STEM学科。通过出版物、在线教学共享和会议演示，与其他机构分享信息和经验教训。促进采用主动学习技术的催化剂计划是可复制的，提高了STEM教育转型变革的可能性，并扩大了对科学的参与。工作室教室的设计是基于现有的积极的课堂方法，并通过分享其技术创新的评估，将进一步发展这一领域的教育。

This project is implementing a program for increasing the adoption of technology-enhanced active learning in classes taught by science, technology, engineering, and mathematics (STEM) faculty. Student-centered active learning techniques and incorporation of technology into teaching are identified as having positive effects on learning in STEM disciplines. However, barriers to these approaches - including lack of time, institutional support, and training, as well as the prevalence of traditional classrooms designed for passive lectures prevent their broad adoption. This project addresses those barriers by: 1) Facilitating the implementation of technologically-enhanced active learning by developing a cohort of six STEM focal point faculty (Catalysts) who immerse themselves in active learning pedagogy, redesign their own courses, and serve as models for their peers, 2) Establishing a student-centered technology-rich studio classroom designed to support active learning pedagogy, and 3) Assessing the effectiveness of technologies used in active learning pedagogy in order to provide best practice recommendations. These efforts increase the incorporation of active learning into all STEM disciplines at the university. Information and lessons learned are shared with other institutions through publications, an online teaching commons, and conference presentations. The Catalyst program for facilitating adoption of active learning techniques is replicable, enhancing the likelihood of transformational change in STEM education and broadening participation in the sciences. The studio classroom design is based on existing active classroom methodology and, by sharing the assessment of its technological innovations, will further the development of this area of education.