Faculty-Led Institutional Transformation for Teaching Diverse Learners in STEM

扩大STEM领域参与的必要性有据可查。与此同时，快速变化的学生人口结构，加上教师对这些变化的反应缓慢，导致STEM领域的保留率较低，特别是对于第一代和代表性不足的学生。东门诺特大学正处于这种转变之中。这个项目的意义在于，它试图通过跨STEM领域和整个大学的合作、多方面的方法，扭转这些学生的保留趋势，改善这些学生的情感结果。该项目的总体范围是提高学生的保留率，特别是那些在欧洲货币联盟中代表性不足的第一代数学、计算机科学、生物和化学专业的学生。该项目将采用多种干预措施，包括：教学策略研讨会、在线培训和教师学习社区，以促进基于证据和文化响应的教学实践和评估，特别是支持不同的学习者；指导一组STEM教师使用教学和学习奖学金（SoTL）方法进行自己的教学和奖学金；加强同侪导师培训和其他大学对代表性不足的第一代学生的支持。干预措施旨在实现以下结果：(1)改善第一年和第二年的保留率，并为代表性不足的第一代STEM专业学生提供积极的情感结果；(2)教师对基于证据和文化响应的STEM教学策略的欣赏和使用增加；(3) STEM教师制作的SoTL项目，有助于理解STEM课堂上的学习是如何发生的，特别是对于不同的学习者；(4)改善对代表性不足的学生的同伴导师培训和有效性，并提高STEM教师与同伴导师的参与度。多个层次的外部评估将提供关于该项目对STEM保留、情感结果和STEM教师教学转型有效性的影响的形成性见解和总结性结论。这些发现将提供有关各种干预措施影响的信息，这些信息将对经历类似转变的高等教育机构有价值。

The need to broaden participation in STEM fields is well-documented. Meanwhile, rapidly changing student demographics, coupled with slow instructor response to these changes, results in lower retention rates in STEM fields, particularly for first-generation and underrepresented students. Eastern Mennonite University is in the midst of this shift. The significance of this project is that it seeks to reverse those retention trends and improve affective outcomes for these students through a collaborative, multi-faceted approach, across STEM fields and across the university. The overall scope of this project is to improve retention, particularly for underrepresented and first-generation math, computer science, biology, and chemistry majors at EMU. The project will use multiple interventions, including: teaching strategies workshops, online training, and faculty learning communities that foster evidence-based and culturally-responsive teaching practices and assessments, particularly to support diverse learners; mentoring a group of STEM faculty to use a Scholarship of Teaching and Learning (SoTL) approach to their own teaching and scholarship; and enhancing peer tutor training and other university supports for underrepresented and first-generation students. The interventions are aimed to achieve the following outcomes: (1) improved first- and second-year retention and positive affective outcomes for underrepresented and first-generation STEM majors; (2) increased appreciation for and use of evidence-based and culturally-responsive STEM teaching strategies by faculty; (3) STEM faculty-produced SoTL projects that contribute to understanding of how learning occurs in the STEM classroom, particularly for diverse learners; and (4) improved peer-tutor training and effectiveness for underrepresented students and greater STEM faculty engagement with peer-tutors. External evaluation at multiple levels will provide formative insight and summative conclusions concerning the program's impact on STEM retention, affective outcomes, and the effectiveness of STEM faculty members' pedagogical transformation. These findings will provide information about the impact of various interventions that will be valuable to institutions of higher education experiencing similar shifts.