Effectuating Evidence-based Transformative Pedagogical Approaches in STEM Foundational Courses at AAMU

在 AAMU 的 STEM 基础课程中实施循证变革性教学方法

• 批准号: 1347749
• 负责人: Xiang Zhao
• 金额: $ 25万
• 依托单位: Alabama A&M University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-02-15 至 2018-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1347749&HistoricalAwards=false
• 关键词: Effectuating; Evidence; based; Transformative; Pedagogical

Through this WIDER Program planning project a team of faculty and administrators at Alabama Agricultural and Mechanical University (AAMU) is establishing professional development opportunities in the use of evidence-based instructional practices in STEM courses for both faculty and students. Recognizing that it is essential to implement effective pedagogy in gateway courses (where most attrition occurs), the project team is focusing on collecting baseline data about the extent to which evidence-based practices are currently being used in these courses and training faculty members to incorporate classroom and laboratory activities that require active student engagement, conceptual understanding, critical thinking, and problem-solving into the first two years of the curriculum. Moreover, eight STEM faculty "catalysts," including the four PIs, are designing courses in which evidence-based practices are central to student leaning. Model students are being trained to lead Supplementary Instruction (SI) courses using evidence-based peer-to-peer learning strategies. The broader impact of this project is twofold. First, data generated through assessment and evaluation is expected to support the theoretical rationale that systematic change in STEM education must include a wide spectrum of stakeholders (administrators, faculty, staff, and students). Formative evaluation will examine the fidelity of implementation of evidence-based practices and the quality of the projects major components. Summative evaluation will focus on determining the overall diffusion of evidence-based practices throughout the STEM fields. Secondly, dissemination of the results of this work is expected to provide a model for institutional implementation of evidence-based practices at colleges or universities of similar size and/or student body demographics (AAMU is a Historically Black University). Several deliverables are being developed over the course of this project including (a) new gateway course materials (classroom and laboratory), (b) SI-leader training materials, and (c) evaluation and assessment materials for faculty and SI leaders.

通过这个 WIDER 计划规划项目，阿拉巴马农业机械大学 (AAMU) 的教职员工和管理人员团队正在为教职员工和学生在 STEM 课程中使用循证教学实践建立专业发展机会。 认识到在入门课程（大多数流失发生的地方）中实施有效的教学法至关重要，项目团队专注于收集有关这些课程中目前基于证据的实践使用程度的基线数据，并培训教师将需要学生积极参与、概念理解、批判性思维和解决问题的课堂和实验室活动纳入课程的前两年。 此外，包括四名 PI 在内的八名 STEM 教师“催化剂”正在设计以证据为基础的实践作为学生学习核心的课程。 模范学生正在接受培训，使用基于证据的同伴学习策略来引导补充教学（SI）课程。 该项目的更广泛影响是双重的。 首先，通过评估和评价生成的数据预计将支持这样的理论基础：STEM 教育的系统变革必须包括广泛的利益相关者（管理者、教职员工和学生）。 形成性评价将检查基于证据的实践实施的保真度以及项目主要组成部分的质量。 总结性评估将侧重于确定循证实践在整个 STEM 领域的总体传播情况。 其次，这项工作结果的传播预计将为类似规模和/或学生群体人口统计的学院或大学（AAMU 是一所历史上的黑人大学）提供基于证据的实践的机构实施模型。 在该项目过程中正在开发一些可交付成果，包括 (a) 新的入门课程材料（课堂和实验室）、(b) SI 领导者培训材料以及 (c) 为教师和 SI 领导者提供的评估和评估材料。