Scaling a Cyber-Enabled, Just-in-Time-Teaching with Two-Way Formative Feedback (JTF) Project From the Individual Faculty Level to the Disciplinary Department Program Level (JTFD)

这个项目利用了八年来开发和实施及时教学和互动频繁形成性反馈(JTF)教学法的概念和实践的经验。该项目将JTF从一个有8名教员参与的单一工程学科扩大到7个工程学科，84名教员通过专业发展计划参与其中。JTF教学法将学生参与的循证实践、内容的情境化和基于网络的双向形成性反馈整合到一种已被证明能改善学生态度、成绩和毅力的教学方法中。该项目将让参与的教员参加为期一年的学徒期，为期一学期的双周讲习班，随后一学期的导师支持的循证教学课堂实施。研究表明，改变教师的教学观念，转向基于证据的策略和实践可能很困难，但在队列中工作可以简化这一转变。作为对这项研究的回应，将形成实践的学科社区，以支持正在改变他们的信念和实践的教师。在学科实践社区内部和之间发生的个人交互将以社会网络分析为特征，并将随着时间的推移与教员学徒信念的变化相关(例如，教师信念从以教师为中心的信息传递指导转变为以学生为中心的概念变化指导)将产生并有助于不断增长的关于教师变革的知识体系的重要知识将是对学科实践社区的关键作用和影响的理解，例如教师在他们内部和之间的互动以及他们支持教师变革的程度。该项目将通过调查、访谈和课堂观察三角测量教师信念和课堂实践的基线和变化，在每一年的学徒生涯的开始、中期和结束时对教师进行评估。对学生坚持不懈和成就的影响将由一名参与的教员在学徒前和学徒后的班级决定。这些评估将用于：1)表征教师信念、策略和实践向以学生为中心的学习的转变；2)与教师信念相比，评估教师对课堂实施这一新教学法的忠诚度；3)发展可持续的实践学科社区，并评估其对教师变革的影响；4)表征在课堂实施循证实践中使用JTFD的障碍的学科差异；以及5)对于教师课堂使用JTFD，评估学生在态度、成就和坚持性方面的变化的学科差异，特别是对于代表性不足的人群。

This project is leveraging eight years experience of developing and implementing the concepts and practices of Just-in-Time-Teaching with Interactive Frequent Formative Feedback (JTF) pedagogy. The project is scaling JTF from a single engineering discipline with eight faculty participating to seven engineering disciplines with 84 faculty being involved through a professional development program. JTF pedagogy integrates the evidence-based practices of student engagement, contextualization of content, and web-enabled two-way formative feedback into a pedagogy that has been shown to improve student attitudes, achievement and persistence. The project will engage participating faculty in year-long apprenticeships with a semester of biweekly workshops followed by a semester of mentor supported classroom implementation of evidence-based teaching. Research shows that changing faculty teaching beliefs toward evidence-based strategies and practices can be difficult but working within a cohort eases the transition. In response to this research , disciplinary communities of practice will be formed to support faculty while they are changing their beliefs and practices. The personal interactions that occur within and between the disciplinary communities of practice will be characterized with social network analysis and will be correlated to changes, across time, in the beliefs of the faculty apprentices (e.g., the shift in faculty beliefs from teacher-centered, transmission-of-information instruction to student-centered, conceptual-change instruction) The important knowledge that will be generated and contributed to the growing body of knowledge concerning faculty change will be an understanding of the critical role and impact of disciplinary communities of practice such as faculty interactions within and between them and the extent to which they support faculty change. The project will assess faculty at the beginning, middle, and end of each year-long apprenticeship by triangulating the baseline and change in faculty beliefs and classroom practice with surveys, interviews and classroom observations. The impact on students' persistence and achievement will be determined from a participating faculty member's class before and after the apprenticeship. The assessments will be used to: 1) characterize the shifts in faculty beliefs, strategies, and practice toward student-centered learning; 2) assess faculty fidelity of classroom implementation of this new pedagogy in comparison with their faculty beliefs; 3) develop sustainable disciplinary communities of practice and assess their impact on faculty change; 4) characterize disciplinary differences in barriers to use of JTFD in classroom implementation of evidence based practices; and 5) assess, for faculty classroom use of JTFD, the disciplinary differences of change in attitude, achievement, and persistence of students, especially for underrepresented populations.