Redefining the College Lecture: Facilitating Discussions in STEM Undergraduate Courses

重新定义大学讲座：促进 STEM 本科课程的讨论

• 批准号: 1347691
• 负责人: Catherine Halversen
• 金额: $ 75万
• 依托单位: University of California-Berkeley
• 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 2017-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1347691&HistoricalAwards=false
• 关键词: Redefining; College; Lecture; Facilitating; Discussions

The Lawrence Hall of Science, with support from the University of California Berkeley Center for Teaching and Learning and Educational Technology Services, is developing the Faculty Learning Program for changing STEM undergraduate faculty instructional practices and improving student learning gains and experiences in large STEM lecture courses. The project team is developing a blended professional learning program to deepen faculty understanding of how learning happens, and develop their abilities to facilitate discourse opportunities to support student learning in their classes. Faculty members are also learning to use digital technologies to "flip their classrooms" as a means to create time during lecture for students to reflect, explain, argue, and talk science with their classmates and instructor. The changed instructional practice requires faculty to rethink their role in teaching, and thus redefine how lecture courses are designed and taught. The goal of Redefining the College Lecture project is to improve university STEM faculty instructional practice through a blended professional learning program that nurtures a learning community, provides continuous support, and is situated within their everyday work.The intellectual merit of this project lies in the distinctive design which creates an adaptable and adoptable professional learning (PL) program for changing STEM undergraduate faculty instructional practices. The project leverages the PI's experiences and proven ability to develop PL programs as demonstrated through prior NSF projects; collaborators bring online learning technology expertise. The support and involvement of STEM Deans and Chairs, STEM faculty, faculty development staff, and the Vice Provost reflect strong institutional commitment. Three bodies of literature support the project's theoretical framework and program design. First, professional learning, which has been found to have significant positive impacts on knowledge and use of effective pedagogy, involves developing faculty STEM education expertise within a learning community situated within their everyday work. Second, students' learning of complex STEM concepts is facilitated by student discourse including opportunities to talk, argue, and defend their ideas with peers and the instructor. Third, online technologies, used strategically with knowledge of evidence-based practices, are powerful tools that can be leveraged to support learning in university courses.The broader impacts of the project arise from the fact that within the three institutions participating, up to 102 STEM faculty will have participated in an in-depth professional learning program and applied what they learned in the reconceptualization of their role in the lecture hall, and the redesign and instruction of their existing courses. This will result in an impact in the educational experience of over 18,000 students. The collaborative, customized nature of the professional learning program's design and implementation at each university and the inclusion of faculty development centers will position it to be sustained beyond the three-year tenure of this grant.

科学的劳伦斯大厅，从加州伯克利中心的教学和教育技术服务的大学的支持下，正在开发教师学习计划，改变干本科教师教学实践和提高学生的学习收获和经验，在大型干讲座课程。项目团队正在开发一个混合专业学习计划，以加深教师对学习如何发生的理解，并发展他们的能力，以促进话语机会，以支持学生在课堂上学习。教师们也在学习使用数字技术来“翻转课堂”，作为一种手段，在课堂上为学生创造时间，让他们与同学和教师反思、解释、辩论和谈论科学。教学实践的变化要求教师重新思考他们在教学中的角色，从而重新定义如何设计和教授讲座课程。重新定义大学讲座项目的目标是通过一个混合的专业学习计划来改善大学STEM教师的教学实践，该计划培养了一个学习社区，提供持续的支持，并位于他们的日常工作中。该项目的智力价值在于独特的设计，为改变STEM本科教师的教学实践创造了一个适应性和可采用的专业学习（PL）计划。该项目利用PI的经验和经过验证的能力来开发PL程序，正如之前的NSF项目所展示的那样;合作者带来了在线学习技术专业知识。STEM院长和主席，STEM教师，教师发展人员和副教务长的支持和参与反映了强大的机构承诺。三个机构的文献支持该项目的理论框架和方案设计。首先，专业学习，这已被发现有显着的积极影响的知识和使用有效的教学法，涉及发展教师干教育专业知识的学习社区内位于他们的日常工作。第二，学生的复杂STEM概念的学习是由学生话语，包括机会说话，争论，并捍卫自己的想法与同龄人和教师促进。第三，战略性地使用在线技术，并了解基于证据的做法，是可以用来支持大学课程学习的有力工具，该项目产生更广泛的影响，因为在三个参与机构中，多达102名STEM教师将参加-深入的专业学习计划，并应用他们在他们在演讲厅的角色重新概念化，并重新设计和他们现有的课程教学所学。这将对18，000多名学生的教育经验产生影响。专业学习计划的设计和实施在每所大学的协作，定制的性质和教师发展中心的列入将使其能够在三年的任期内持续。