The CIRTL Network: 25 Research Universities Preparing a National Faculty to Advance STEM Undergraduate Learning

CIRTL 网络：25 所研究型大学准备组建国家级师资队伍以推进 STEM 本科生学习

• 批准号: 1231286
• 负责人: Robert Mathieu
• 金额: $ 500万
• 依托单位: University of Wisconsin-Madison
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-08-15 至 2018-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1231286&HistoricalAwards=false
• 关键词: CIRTL; Network; 25; Research; Universities

The Center for the Integration of Research, Teaching, and Learning (CIRTL) began in 2002 with a grant from the National Science Foundation. Its mission is to broaden and enrich graduate education and post-doctoral preparation in order to develop a national STEM faculty with the capability and commitment to implement and improve effective teaching practices for the learning of all students. The first decade of operation of CIRTL has demonstrated that research universities can effectively prepare future faculty to be both productive researchers and excellent, knowledgeable teachers. CIRTL has developed, implemented, and evaluated successful strategies based on three core ideas: Teaching as Research, learning communities, and learning-through-diversity. In 2011, 1500 future faculty across STEM participated in the learning communities of the six research universities that comprise the prototype CIRTL Network. CIRTL evaluations and associated research on efforts to prepare future faculty indicate that future STEM faculty in such learning communities can effectively use and advance high impact teaching and learning practices and continue to do so once they are hired as new members of the faculty. In Fall 2011 the CIRTL Network expanded to include 25 diverse research universities; together these universities produce 26% of the STEM Ph.D.s in the United States. These partners are collaborating to establish interdisciplinary learning communities at all 25 universities that can demonstrably prepare future faculty who use and improve best practices in undergraduate education. Common features of the proposed learning communities include teaching-as-research experiences, mentor training, post-doctoral preparation in teaching and learning, use of CIRTL core ideas as a unifying framework for new and existing programs, conceptual strengthening of teaching assistant programs, and facilitation of participation from underrepresented groups. As part of this scale-up a cross-Network learning community is being developed to engage the diversity and expertise of all 25 universities for teaching, mentoring, shared learning, scholarly exploration, and cross-disciplinary collaboration of future faculty. CIRTL is also engaged in efforts to become a sustainable community. It is engaged in piloting and studying organizational, administrative, and financial structures, examining promising developments in information technology and evaluation methods that support an institutionalized CIRTL Network that is scalable to larger numbers of universities in the future. The CIRTL learning communities in the 25 member universities are expected to educate 7,000 graduate students and post-doctoral fellows each year, of whom 2,200 are estimated to complete their doctoral work annually. This yield is comparable to 25% of the current national production rate of STEM faculty 6 years out of graduate school. Through national CIRTL Forums, web sites, publications, presentations across STEM disciplines, and collaborations with STEM disciplinary societies and national higher education organizations, the CIRTL Network will impact graduate education in universities beyond the Network. The CIRTL Network Is likely to grow in number. A significant number of additional research universities have expressed interest in joining the network.

研究，教学和学习（CIRTL）的整合中心始于2002年，由国家科学基金会资助。 它的使命是扩大和丰富研究生教育和博士后准备，以发展国家STEM教师的能力和承诺，实施和改善有效的教学实践，为所有学生的学习。 CIRTL运作的第一个十年表明，研究型大学可以有效地培养未来的教师，使他们成为富有成效的研究人员和优秀的知识渊博的教师。CIRTL基于三个核心理念制定，实施和评估成功的战略：教学研究，学习社区和通过多样性学习。 2011年，1500名STEM未来的教师参加了六所研究型大学的学习社区，这些大学组成了CIRTL网络的原型。 CIRTL的评估和相关的研究，努力准备未来的教师表明，未来的STEM教师在这样的学习社区可以有效地使用和推进高影响力的教学和学习实践，并继续这样做，一旦他们被聘为教师的新成员。 2011年秋季，CIRTL网络扩展到包括25所不同的研究型大学;这些大学共产生了美国26%的STEM博士。这些合作伙伴正在合作，在所有25所大学建立跨学科学习社区，这些社区可以为未来使用和改进本科教育最佳实践的教师做好准备。 拟议的学习社区的共同特点包括教学研究经验，导师培训，博士后准备教学和学习，使用CIRTL核心思想作为新的和现有的方案，教学助理计划的概念加强统一框架，并促进代表性不足的群体参与。 作为扩大规模的一部分，正在开发一个跨网络学习社区，以吸引所有25所大学的多样性和专业知识，用于教学，指导，共享学习，学术探索和未来教师的跨学科合作。 CIRTL还致力于成为一个可持续的社区。 它参与了组织，行政和财务结构的试点和研究，研究信息技术和评估方法的发展前景，支持未来可扩展到更多大学的制度化CIRTL网络。CIRTL在25所成员大学的学习社区预计每年将教育7，000名研究生和博士后研究员，其中2，200人估计每年完成博士学位。这一产量相当于目前全国STEM教师6年毕业率的25%。 通过国家CIRTL论坛，网站，出版物，跨STEM学科的演讲，以及与STEM学科协会和国家高等教育组织的合作，CIRTL网络将影响网络以外的大学的研究生教育。 CIRTL网络的数量可能会增加。 另有许多研究型大学表示有兴趣加入该网络。