Transforming STEM Teaching in a Large Urban-Serving University

通过这个WIDER规划补助金，南佛罗里达大学（USF）正在制定一项全面可行的实施计划，用于教师指导的干预计划，该计划将提高本科生在STEM课程中的坚持和成功，并提高STEM学位的生产，特别是在西班牙裔，非洲裔美国人和女性中。 为此，USF正在制定战略，以确保采用为三个不同群体定制的循证STEM教学实践：终身教职和终身教职;应急教师;和研究生助教。 大型城市服务大学（TST@USF）项目中的STEM教学转型使用自上而下/自下而上的融合模型，以提供由管理员和教师共享的领导力。 这种模式确保了教师的支持和管理部门的资源。 该工作计划包括对当前学生成绩，教师实践以及系统支持和障碍的全面数据分析。 TST@USF正在制定一项计划，以建立一套高度可复制的战略，引导教师，教师和助教使用教学实践，其在保留学生在STEM学科的有效性已被过去的研究证据所记录。 TST@USF特别重视西班牙裔，非洲裔美国人和女性学生，他们的STEM参与率大大低于白色男性。 它通过采用教师和管理人员之间共享的变革领导模式来实现项目目标。

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.