Systemic Transformation of Evidence-based Education Reform (STEER)

该项目旨在通过平衡研究和教学的价值来改变研究型大学STEM系的文化。它通过奖励教师和研究生采用循证教学策略来实现这一点。该项目通过培训计划、工作任务和支持结构帮助这些教育工作者采用这些做法。学生学习和留存的增加将导致教师报酬和声望的提高。该项目还侧重于代表性不足群体和从社区大学转学的学生的特殊需要。转变机构文化的最终目标是增加STEM专业的留住和准备，并培养出更多为生活、公民身份和职业生涯做好准备的STEM毕业生。该项目以南佛罗里达大学为中心。这所大学正在与希尔斯堡社区学院合作，后者提供了大量的转学学生。实施将以过去两年进行的广泛规划为指导，部分得到NSF更广泛的规划拨款的支持。这一过程导致了建立一种平衡研究和教学的文化的系统方法的发展。指导这个项目的变革理论是研究文献中描述的自下而上和自上而下策略的组合，尤其是Adrianna Kezar的工作。该项目将通过对潜在变革战略的验证、测试和效率评估的形式，产生关于刻意的体制变革的新的研究知识。目前正在实施六项明确的变革战略。这些已被发现是研究密集型STEM部门文化变革的有效方法。已经成立了过渡执行领导小组(TILT)来领导这些努力。该团队广泛代表教职员工、管理人员和工作人员。改革战略包括：与支线社区学院合作，以提高STEM学生的转学和成功；建立跨学科和系级务虚会，促进课程设计和循证教学的融合；支持教师发展；首先将重点放在入门课程上，然后关注其他STEM课程；修改大学政策，以增加对改进教学的奖励；以及培训研究生教学助理和学生顾问。该项目将以非科学家可以理解和有用的形式对其变革努力的结果进行分析、解释和综合，以促进地方、州和联邦机构的政策制定。第二个知识目标是在普遍的背景下发展对推动变革的关键因素的理解，这对于其他学院和大学指导其自我改进努力是有用的适应性模式。

This project seeks to transform the culture of STEM departments in research universities by balancing the values of research and teaching. It accomplishes this by rewarding the adoption of evidence-based teaching strategies by faculty and graduate students. The project helps these educators to adopt these practices through training programs, work assignments, and support structures. The increase in student learning and retention will lead to improved rewards and prestige for faculty. The project also focuses on the special needs of under-represented groups and of students transferring from community colleges. The ultimate goal of transforming institutional culture is to increase the retention and preparation of STEM majors and to produce a greater number of STEM graduates who are well prepared for life, citizenship, and careers. The project is centered at the University of South Florida. This University is partnering with Hillsborough Community College, which provides a large number of transfer students. Implementation will be guided by the extensive planning conducted over the past two years, supported in part by an NSF WIDER planning grant. This process resulted in the development of a systemic approach to creating a culture that balances research and teaching. The theory of change guiding this project is a combination of bottom-up and top-down strategies described in the research literature, notably the work of Adrianna Kezar. This project will produce new research knowledge about deliberate institutional change in the form of validation, testing, and efficiency assessment of the underlying change strategies. Six explicit change strategies are being implemented. These have been found to represent effective approaches to cultural change in research-intensive STEM departments. A Transition Implementation Leadership Team (TILT) has been formed to lead these efforts. This team is broadly representative of faculty, administrators, and staff. The change strategies include: partnering with a feeder community college to improve STEM student transfer and success; establishing interdisciplinary and departmental retreats that foster convergence in course design and adoption of evidence-based teaching; supporting faculty development; focusing initially on gateway courses then on other STEM courses; revising university policies to enhance the rewards for improved teaching; and training Graduate Teaching Assistants and student advisers. The project will provide an analysis, interpretation, and synthesis of the results of its change efforts in formats understandable and useful for non-scientists in order to stimulate policy formulation by local, State and Federal agencies. A second knowledge goal is to develop understanding of the key elements driving change in a generalized context that is useful as an adaptable model for other colleges and universities to guide their self-improvement efforts.