Catalyzing Transformative Change in the STEM Disciplines at Georgia State University

这一更广泛的规划资助计划的目标是通过鼓励教员对他们的教学方法进行循证改变，来增强佐治亚州立大学(GSU)STEM专业学生的教育体验。格拉斯哥州立大学以高度多样化的校园而闻名，在STEM学科方面具有优势。在这个项目中采用了四种策略。首先，正在评估格拉斯哥州立大学教师目前的教学知识、教育目标和职业动机(终身教职和非终身教职)，以帮助该大学支持教师实施教学改革的努力。第二，正在评估教学人员的数据“仪表盘”需求，以便创建易于访问的量化数据集，以便能够快速评估教学实践中的变化。第三，正在建立通过外部导师与格拉斯哥州立大学教职员工分享想法、专业知识和教学帮助的论坛。最后，正在创建四个以同行带头的小组学习、混合课堂、研究生助教的培训和支持以及将科学概念融入数学课程为中心的学院学习社区，为正在进行的改革努力提供持续的参与和反馈。在所有这四个领域，目标都是从拥有相似教学目标的跨学科教员小组开始，促成变革。该计划的广泛目标是显著提高格拉斯哥州立大学在STEM学科中以循证为基础的教学和学习的机构承诺。学生参与度的提高反过来应该会增加留住和获得学位的机会。全职非终身教职教师在乔治斯安那州立大学的STEM教育中发挥着重要作用，在整个国家也越来越多。因此，对这些关键的教学参与者的教学知识、教育目标和职业动机进行详细研究，对于所有使用专业教师模式的机构来说都是重要的。随着美国寻求在整个STEM学科中鼓励基于证据的教学创新，一个容易获得的学生表现量化数据的“仪表盘”模型将引起广泛的兴趣。

The goal of this WIDER planning grant program is to enhance the educational experience of STEM majors at Georgia State University (GSU) by encouraging the faculty to make evidence-based changes in their pedagogy. GSU is notable as a highly diverse campus, with strengths in the STEM disciplines. Four strategies are being employed in this project. First, the current pedagogical knowledge, educational goals, and career motivations of GSU instructors (both tenure track and non-tenure track) are being assessed in order to help the University support the faculty in their efforts to implement pedagogical change. Second, the data "dashboard" needs of instructional faculty are being assessed, in order to create readily accessible quantitative data sets that allow rapid assessment of changes in teaching practices. Third, forums for sharing ideas, expertise and pedagogical help with GSU faculty members via outside mentors are being established. Finally, four Faculty Learning Communities centered on peer-led team learning, the hybrid classroom, training and support of graduate teaching assistants, and integration of science concepts into the mathematics curriculum are being created, to provide sustained engagement and feedback for the reform efforts underway. In all four of these areas, the goal is to nucleate change starting from interdisciplinary groups of faculty with similar pedagogical goals. The broad goal of this program is to significantly increase GSU's institutional commitment to evidence-based teaching and learning in the STEM disciplines. Increased student engagement should in turn increase both retention and progression toward the degree. Full-time non-tenure track faculty have a significant role in STEM education at GSU and increasingly in the nation as a whole. A detailed study of the pedagogical knowledge, educational goals, and career motivations of these key instructional players is therefore important to all institutions that use a specialized faculty model. A model of a "dashboard" of readily accessible quantitative data of student performance will be of broad interest as the United States seeks to encourage evidence-based pedagogical innovations throughout the STEM disciplines.