Transforming STEM Teaching in a Large Urban-Serving University

改变大型城市服务大学的 STEM 教学

• 批准号: 1347753
• 负责人: Gerry Meisels
• 金额: $ 24.95万
• 依托单位: University of South Florida
• 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 2016-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1347753&HistoricalAwards=false
• 关键词: Transforming; STEM; Teaching; Large; Urban

Through this WIDER planning grant, the University of South Florida (USF) is developing a comprehensive and feasible implementation plan for a faculty-directed program of interventions that will increase undergraduate student persistence and success in STEM courses and enhance STEM degree production, particularly among Hispanics, African-Americans, and women. To do so, USF is creating strategies to secure adoption of evidence-based STEM teaching practices customized for three distinct groups: tenure-line and tenured faculty; contingent faculty; and graduate teaching assistants. The Transforming STEM Teaching in a Large Urban-Serving University (TST@USF) project uses a top down/bottom up convergence model to provide leadership that is shared by administrators and faculty. This model assures buy-in by faculty and support and resources by the administration. The work plan includes a comprehensive data-based analysis of current student outcomes, faculty practices, and system supports and barriers. It advances knowledge of evidence-based STEM teaching practices and of leadership for change, and establishes a shared vision and commitment to implementation.TST@USF is developing a plan to establish a highly replicable set of strategies that will lead faculty, instructors, and teaching assistants to use teaching practices whose effectiveness in retaining students in the STEM disciplines is documented by past research evidence. TST@USF places special emphasis on Hispanic, African-American, and female students whose STEM participation rate is considerably lower than that of white males. It is achieving project goals by employing a model of leadership for change that is shared between faculty and administrators.

通过这项 WIDER 规划拨款，南佛罗里达大学 (USF) 正在为教师指导的干预计划制定全面且可行的实施计划，该计划将提高本科生对 STEM 课程的坚持和成功，并提高 STEM 学位的产出，特别是西班牙裔、非裔美国人和女性。 为此，南佛罗里达大学正在制定策略，确保采用为三个不同群体定制的循证 STEM 教学实践：终身教授和终身教授；临时教师；和研究生助教。 大型城市服务大学的 STEM 教学转型 (TST@USF) 项目使用自上而下/自下而上的融合模型来提供由管理人员和教师共享的领导力。 这种模式确保了教师的认可以及行政部门的支持和资源。 该工作计划包括对当前学生成果、教师实践以及系统支持和障碍进行全面的基于数据的分析。 它增进了对基于证据的 STEM 教学实践和变革领导力的了解，并建立了共同的愿景和对实施的承诺。TST@USF 正在制定一项计划，以建立一套高度可复制的策略，引导教师、教师和助教使用教学实践，这些实践在保留学生在 STEM 学科中的有效性已由过去的研究证据证明。 TST@USF 特别重视西班牙裔、非裔美国人和女学生，她们的 STEM 参与率远低于白人男性。 它通过采用教师和管理人员共享的变革领导模型来实现项目目标。