Collaborative Research: Deep Roots: Wide-Spread Implementation of Community-Driven Evidence-Based Pedagogy

这个由堪萨斯大学牵头的多大学机构转型项目将在七所大学内实施和研究一种改善STEM教育的模式。最终目标是推广广泛采用循证教学方法，以改善STEM学生和非STEM学生的本科生STEM学习和教育结果。由这笔赠款资助的五家美国机构，以及两家没有资金支持的加拿大机构，将在各自的校园内测试该模式在当地的改编。该模式源于对体制变革和质量改进的研究，并建立在两个伙伴机构--科罗拉多大学博尔德分校和不列颠哥伦比亚大学--一项广泛成功的倡议(称为科学教育倡议，SEI)的基础上。核心方法是支持STEM部门的“嵌入专业知识”，以促进课程转型，并在机构内部和跨机构建立智力社区，以便分享课程改革的发展。其他参与的机构包括德克萨斯大学圣安东尼奥分校、印第安纳大学、加州大学戴维斯分校和加拿大皇后大学。转型的模式包括在部门中嵌入STEM教育专家(特别准备的博士后学者或教职领导)。这些专家将与系教员合作，指导和支持在STEM课程中实施研究型教育实践。SEI模型的这种扩展通过围绕跨部门和机构的课程转型发展学者社区，以较小的资源注入支持变化。这些社区扩大了嵌入专家的影响，为教师提供了反思实践的支持和机会，促进了共同愿景的发展，并鼓励教师在产生有意义的教学环境变化所需的部门内进行大量参与。通过湾景联盟积极合作的七所研究型大学将各自在各自的校园内实施和评估这种模式的变体。该网络有两个功能：1)作为干预措施本身的一个关键组成部分，建立一个关于循证教学的智力交流和合作的社区；2)允许测试干预模式是否可以本地化到不同的机构背景下，以产生广泛的STEM改革。计划结合量化和案例研究评估方法，以确定表明参与机构的初步准备、成功做法和可持续成果的各种方面和条件。

This multi-university institutional transformation project, led by the University of Kansas, will both implement and study a model to improve STEM education within seven universities. The ultimate goal is to propagate widespread adoption of evidence-based instructional methods in order to improve undergraduate STEM learning and educational outcomes for both STEM and non-STEM students. Five American institutions funded by this grant, as well as two unfunded Canadian institutions, will test local adaptations of the model on their own campuses. The model is derived from research on institutional change and quality improvement, and builds on an extensive successful initiative (known as the Science Education Initiative, SEI) at two of the partner institutions the University of Colorado at Boulder and the University of British Columbia. The core approach is to support "embedded expertise" in STEM departments to catalyze course transformation and build intellectual communities within and across institutions, in order to share in the development of course reform. The other participating institutions are the University of Texas at San Antonio, Indiana University, the University of California, Davis, and Queens University in Canada. The model of transformation involves embedding STEM education experts (specially prepared postdoctoral scholars or faculty leaders) in departments. These experts will collaborate with department faculty to guide and support the implementation of research-based educational practices in STEM courses. This extension of the SEI model supports change with a smaller infusion of resources by developing communities of scholars around course transformation across departments and institutions. These communities broaden the impact of the embedded experts by expanding support and opportunities for reflective practice for faculty, contributing to the development of a shared vision, and encouraging a critical mass of faculty engagement within departments needed to produce meaningful changes in the teaching environment. Seven research universities that have been actively collaborating through the Bay View Alliance will each implement and evaluate variations of this model on their own campuses. The network serves two functions: 1) to build a community for intellectual exchange and collaboration on evidence-based teaching as a key component of the intervention itself, and 2) to permit a test of whether the intervention model can be localized to different institutional contexts to yield widespread STEM reform. A combination of quantitative and case study evaluation methods are planned to identify the various dimensions and conditions that signal initial readiness, successful approaches, and sustainable outcomes in participating institutions.