Building Community and Transforming Practice with Faculty Triads

与教师三合会建立社区并转变实践

• 批准号: 1612017
• 负责人: Scott Franklin
• 金额: $ 30万
• 依托单位: Rochester Institute of Tech
• 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: 2016-09-01 至 2021-02-28
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1612017&HistoricalAwards=false
• 关键词: Building; Community; Transforming; Practice; Faculty

The significance of this project is to improve foundational, large-enrollment classes at Rochester Institute of Technology (RIT) that contribute to developing a technologically proficient workforce. Faculty from departments of chemistry, biology, physics and mathematics will be brought together in small teams ("triads") to develop student-centered approaches that result in improved learning and performance. Targeted courses have historically struggled particularly with retention of underrepresented groups; emphasizing deeper understanding and non-lecture-based teaching methods addresses retention of this important population. The project also carefully assesses student learning, using the results to inform class processes and connect learning to broader objectives of career preparation. Finally, by explicitly studying how innovations disseminate throughout the four departments, the project increases the likelihood of widespread adoption, impacting faculty across RIT's College of Science.The project's goal is to disseminate and institutionalize research-based pedagogies across multi-section courses through the work of four faculty triads --- collaborative teams of three faculty working together to transform high-enrollment, introductory STEM courses, which will affect approximately 1500 students. Two courses with historically large attrition --- Introductory Calculus-based Physics and Elements in Multivariable Calculus & Differential Equations --- will be initially targeted, and the work in these courses will serve as models for future triads. Mechanisms to incorporate course transformation and assessment activities into faculty plans of work and annual reviews will be developed, thus ensuring institutional recognition and support for the work of the faculty. Close analysis of the triads will contribute to greater understanding of institutional change, including important issues about the balance between emergent and prescribed projects and which team tasks best promote change. The project, particularly the work within the triads, also encourages the development of specific learning goals and assessment measures. Collaboration with an existing Discipline-Based Education Research (DBER) team enables triad faculty groups to incorporate research-based materials and assessments into their work.

这个项目的意义是改善罗切斯特理工学院（RIT）的基础，大招生班，有助于发展技术熟练的劳动力。来自化学、生物、物理和数学系的教师将组成小团队（“三人组”），以开发以学生为中心的方法，从而改善学习和表现。有针对性的课程历来特别努力保留代表性不足的群体;强调更深入的理解和非讲座为基础的教学方法解决了这一重要人口的保留。该项目还仔细评估学生的学习，使用结果来告知课堂过程，并将学习与更广泛的职业准备目标联系起来。最后，通过明确研究创新如何在四个部门传播，该项目增加了广泛采用的可能性，影响了RIT理学院的教师。该项目的目标是通过四个教师三人组的工作，在多个部分的课程中传播和制度化基于研究的教学法。STEM入门课程，将影响约1500名学生。两个课程与历史上大的磨损---介绍微积分为基础的物理和元素在多变量微积分微分方程---将最初的目标，并在这些课程的工作将作为未来三合会的模型。将制定机制，将课程改革和评估活动纳入教员工作计划和年度审查，从而确保教员工作得到机构承认和支持。对三位一体的密切分析将有助于更好地理解制度变革，包括关于紧急项目和规定项目之间的平衡以及哪些团队任务最能促进变革的重要问题。这项计划，特别是三合会内部的工作，亦鼓励制订具体的学习目标和评估措施。 与现有的基于计算机的教育研究（DBER）团队合作，使三位一体的教师团体将基于研究的材料和评估纳入他们的工作。

项目成果

A Professional Development Program for Emerging STEM Education Researchers

新兴 STEM 教育研究人员的专业发展计划

• 发表时间: 2023
• 期刊: 2023 ASEE Annual Conference & Exposition
• 作者: El-Adawy, S.;Hass, C.;Vasserman, E. Y.;Kustusch, M. B.;Franklin, S.;Sayre, E. C.
• 通讯作者: Sayre, E. C.