Catalyzing Transformative Change in the STEM Disciplines at Georgia State University

这项WIDER计划资助项目的目标是通过鼓励教师在教学方法上做出基于证据的改变，来提高佐治亚州立大学STEM专业学生的教育体验。GSU是一个高度多元化的校园，在STEM学科方面具有优势。这个项目采用了四种策略。首先，对GSU教师（包括终身教职和非终身教职）当前的教学知识、教育目标和职业动机进行评估，以帮助学校支持教师实施教学变革。其次，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定量数据集，以便快速评估教学实践中的变化。第三，正在建立论坛，通过外部导师与GSU教师分享想法、专业知识和教学帮助。最后，正在创建四个教师学习社区，以同伴领导的团队学习、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，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，目标是从具有相似教学目标的跨学科教师小组开始的变革。该计划的总体目标是显著提高GSU在STEM学科中基于证据的教学和学习的机构承诺。增加学生的参与度反过来又会增加学生的保留率和学位的进步。全职非终身教职教师在GSU的STEM教育中发挥着重要作用，在整个国家也越来越重要。因此，对这些关键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，对所有使用专业教师模式的机构都很重要。在美国寻求鼓励整个STEM学科以证据为基础的教学创新之际，一种“仪表板”模型将引起广泛的兴趣，该模型可以轻松获取学生表现的定量数据。

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.