Faculty-Led Institutional Transformation for Teaching Diverse Learners in STEM

教师主导的机构转型，为 STEM 领域的多元化学习者提供教学

• 批准号: 1611713
• 负责人: Stephen Cessna
• 金额: $ 30万
• 依托单位: Eastern Mennonite University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-09-15 至 2020-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1611713&HistoricalAwards=false
• 关键词: Faculty; Led; Institutional; Transformation; Teaching

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.

扩大科学、技术和经济管理领域参与的必要性是有据可查的。与此同时，学生人口结构的快速变化，加上教师对这些变化的反应迟缓，导致STEM领域的保留率较低，特别是对第一代和代表性不足的学生。东门诺伊大学正处于这一转变之中。这个项目的意义在于，它试图通过跨STEM领域和整个大学的协作、多方面的方法来扭转这些留住学生的趋势，并改善这些学生的情感结果。这个项目的总体范围是提高留存率，特别是对于在动车组任职人数不足的和第一代数学、计算机科学、生物和化学专业的学生。该项目将使用多种干预措施，包括：教学战略研讨会、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；指导一群STEM教师使用教学和学习奖学金(SOTL)方法进行他们自己的教学和奖学金；以及加强同行导师培训和其他大学对代表不足和第一代学生的支持。这些干预措施的目的是实现下列成果：(1)改善未充分代表和第一代STEM专业学生的一年级和二年级的保留率和积极的情感结果；(2)提高教师对基于证据和适应文化的STEM教学策略的欣赏和使用；(3)STEM教员制作的SOTL项目，有助于了解STEM课堂上，特别是不同学习者的学习方式；以及(4)改善对STEM代表性不足的学生的同行辅导培训和有效性，以及STEM教师与同行导师的更多接触。多层次的外部评估将提供关于项目对STEM留存、情感结果和STEM教师教学转型有效性的影响的形成性洞察力和总结性结论。这些发现将提供有关各种干预措施影响的信息，这些信息对经历类似转变的高等教育机构将是有价值的。