WSU - Student Success Through Evidence-based Pedagogies (WSU-SSTEP)

这是一个机构转型项目。它继续在早期NSF计划的规划拨款下开展工作。 该项目支持这所大学的承诺，以大幅增加基础STEM课程的循证教学的使用。 通过这个项目，核心STEM部门和大学的行政部门计划在低年级课程中充分利用循证教学方法，并研究对学生成绩的影响。 该计划的实施允许对学生群体的影响进行测试，该学生群体不成比例地非传统（50%），由许多代表性不足的少数民族学生（25%）组成。非传统和少数民族学生在全国范围内代表着越来越多的人口，必须满足他们的需求，以实现增加STEM学位获得者数量的目标。因此，基于证据的教学方法在传统学生群体的校园中得到了更广泛的研究。规划补助金支持STEM教师对他们的教学进行自我评估，并得到同行导师领导的学习社区和部门关于教学改革的对话的帮助。它在核心STEM部门的基础STEM课程中启动了一系列试点干预措施，利用专业发展研讨会支持教师参与该计划。 最近完成的一项全校战略规划过程指出了采用循证教学方法提高学生成功率的重要性。 该团队处于有利地位，可以为STEM课程开发基于证据的教学方法，并优先考虑26个基础课程。由这笔赠款支持的计划将允许各部门竞争课程转型赠款。成功的项目将以教学博士后和教师专业发展津贴的形式提供资源，以帮助他们将课程从基于讲座的课程重新制定为以积极参与方法为主的课程。参与并行项目的教师将组成一个学习社区，讨论与实施循证教学相关的问题以及他们对学生学习的反思。纵向跟踪将跟踪学生直到毕业，以评估对参加改造课程的学生的学术和职业轨迹的影响。 本项目的很大一部分涉及数据收集和项目工作的评估。这些数据将被记录和共享，以确保其他机构可以从这一机构转型工作中学习。通过该计划，学生将体验参与式学习，教师，博士后研究员和研究生将接受现代循证教学方法的培训。这些学生和研究员将能够把他们的培训和经验带到其他机构，并有助于建立一个有经验的教师使用引人入胜和有效的教学方法的国家人才库。

This is an institutional transformation project. It continues work initiated under a planning grant from an earlier NSF program. The project supports a commitment by this university to increasing substantially the use of evidence-based teaching for foundational STEM courses. With this project, the core STEM Departments and the University's administration plan to fully utilize evidence-based teaching methods in lower division courses and study the impact on student achievement. The implementation of this plan allows a test of impact on a student body that is disproportionately non-traditional (50%) and comprised of many underrepresented minority students (25%). Non-traditional and minority students represent an increasing demographic nationwide and their needs must be addressed in order to meet the goal of increasing the number of STEM degree recipients. Heretofore, evidence-based teaching methods have been studied much more extensively on campuses with traditional student populations. The planning grant supported a self-assessment by STEM faculty instructors of their teaching, aided by peer-mentor-led learning communities and departmental conversations on teaching reforms. It initiated a set of pilot interventions in foundational STEM courses in core STEM departments, using professional development workshops to support faculty engagement with the initiative. A recently completed university-wide strategic planning process pinpointed the importance of adopting evidence-based teaching methods to improve student success. This team is well-positioned to move to scale in developing evidenced-based teaching approaches for its STEM courses, with priority given to the 26 foundational classes. The program supported by this grant will allow departments to compete for course transformation grants. Successful projects will be provided resources in the form of a pedagogical post-doc and faculty professional development stipends to assist them in reformulating the class from a lecture-based curriculum to one dominated by active-engagement methods. Faculty involved in the concurrent projects will comprise a learning community to discuss issues relating to the implementation of evidence-based teaching and their reflections on student learning. Longitudinal tracking will follow students through to graduation, to assess the impact on academic and career trajectories of the students enrolled in the transformed courses. A large part of the present project pertains to data collection and assessment of project efforts. These data will be documented and shared to ensure that other institutions can learn from this institutional transformation effort. Through this program, students will experience engaged learning, and faculty, post-doctoral fellows, and graduate students will be trained in modern evidence-based teaching methods. These students and fellows will be able to bring their training and experiences to other institutions and serve to build a national pool of experienced teachers using engaging and effective teaching methods.