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.

该项目促进机构努力扩大和加强整个缅因大学 (UMaine) STEM 课程中循证教学和以学习者为中心的实践的使用。 该项目的智力价值源自 STEM 教育利益相关者群体的协作工作，其中包括教师、本科生、研究生、大学管理人员以及在职和在职教师。 具体来说，这些合作者共同努力：（1）系统地观察和记录缅因大学 STEM 教学的性质； (2) 建立一个计划，让教员互相观察、讨论观察结果并合作改进课程教学； (3) 使用观察数据来指导一系列全校范围内专业发展研讨会的开展，这些研讨会明确针对教师的教学需求； (4) 创建一个新颖的项目，让经验丰富的本科生与教师合作实施创新的教学实践。 该项目的数据预计将实质性增强 STEM 课程制度变革的研究基础。 特别是，一个全校范围内的观察计划模型正在衡量缅因大学在有针对性地改革教学之前、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的深入分析正在增加越来越多的关于利用同行观察促进专业发展的工作。 最后，项目人员正在调查一项将本科生与教师配对的新颖计划是否能够持续实施以学习者为中心的策略。 该项目对大学专业发展的影响为全国其他机构制定和实施类似计划以促进制度变革奠定了基础。 该项目过程中开发的成果包括：(1) 培训材料和一个模型程序，可用于促进系统收集有关 STEM 课程中以学习者为中心的教学盛行情况的数据，(2) 分析教师群体如何进行同行观察，以促进教学变革，(3) 对一个新颖的模型程序进行调查，在该程序中，本科生与教师合作，促进有效的同行讨论，以及 (4) 一组 多媒体资源专门设计用于帮助本科生做好准备并从以学习者为中心的教学中获得最大收益。