Catalyzing Institutional Change Through Synergistic Observation and Professional Development Programs

通过协同观察和专业发展计划促进制度变革

• 批准号: 1347577
• 负责人: Michelle Smith
• 金额: $ 24.99万
• 依托单位: University of Maine
• 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: 2013-09-15 至 2018-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1347577&HistoricalAwards=false
• 关键词: Catalyzing; Institutional; Change; Through; Synergistic

This project catalyzes institutional efforts to broaden and enhance the use of evidence-based teaching and learner-centered practices in STEM courses throughout the University of Maine (UMaine). The intellectual merit of this project derives from the collaborative work of a diverse group of STEM education stakeholders including faculty, undergraduates, graduate students, university administrators, and pre- and in-service teachers. Specifically, these collaborators work together to: (1) systematically observe and document the nature of UMaine STEM instruction; (2) establish a program in which faculty members observe each other, discuss observation results, and collaborate on improving instruction in their courses; (3) use observation data to guide the development of a series of university-wide professional development workshops that explicitly target the instructional needs of the faculty; and (4) create a novel program in which experienced undergraduates partner with faculty to implement innovative instructional practices. Data from this project are expected to substantively enhance the research base on institutional change in STEM courses. In particular, a model, university-wide observation program is measuring the extent to which STEM instruction is learner-centered before, during, and after targeted efforts to transform instruction at UMaine. In addition, an in-depth analysis of the impact of the project's faculty peer-observation program on instructional practices is adding to a growing body of work on the use of peer observations for professional development. Finally, project personnel are investigating whether a novel program that pairs undergraduates with faculty leads to the sustained implementation of learner-centered strategies. The implications for university-level professional development arising from this project lay the groundwork for other institutions across the country to develop and implement similar programs to catalyze institutional change. The deliverables developed over the course of this project include: (1) training materials and a model program that can be used to facilitate the systematic collection of data on the prevalence of learner-centered instruction in STEM courses, (2) an analysis of how groups of faculty performing peer observations can promote instructional change, (3) an investigation of a novel model program in which undergraduates partner with faculty to promote effective peer discussion, and (4) a set of multimedia resources expressly designed to help undergraduates prepare for and benefit the most from learner-centered instruction.

该项目促进了机构努力，以扩大和加强在整个缅因州大学的STEM课程中使用循证教学和以学习者为中心的做法。该项目的学术价值来自于STEM教育利益相关者的不同群体的合作，包括教师、本科生、研究生、大学行政人员以及职前和在职教师。具体地说，这些合作伙伴合作的目的是：(1)系统地观察和记录UMaine STEM教学的性质；(2)建立一个教职员工相互观察、讨论观察结果并合作改进课程教学的计划；(3)使用观察数据来指导大学范围内一系列明确针对教职员工教学需求的专业发展研讨会的发展；以及(4)创建一个由经验丰富的本科生与教职员工合作实施创新教学实践的新颖计划。预计这一项目的数据将大大加强STEM课程中体制变革的研究基础。特别是，一个模范的、全大学范围的观察计划正在衡量在有针对性地努力改变UMaine的教学之前、期间和之后STEM教学以学习者为中心的程度。此外，对该项目的教师同行观察计划对教学实践的影响进行了深入分析，这是越来越多关于利用同行观察促进专业发展的工作的补充。最后，项目人员正在调查一个将本科生和教师配对的新项目是否会导致以学习者为中心的策略的持续实施。该项目对大学一级专业发展的影响为全国其他机构开发和实施类似的计划以促进制度变革奠定了基础。在本项目过程中开发的成果包括：(1)培训材料和可用于系统收集STEM课程中以学习者为中心的教学盛行情况的数据的示范计划，(2)对进行同行观察的教员群体如何促进教学变革的分析，(3)对本科生与教师合作以促进有效的同行讨论的新型示范计划的调查，以及(4)旨在帮助本科生准备以学生为中心的教学并从其获得最大利益的一套多媒体资源。