Guided by Evidence: Changing the disciplinary culture of teaching and learning

越来越多的证据表明，积极参与知识建构的学生能够获得更深层次的概念理解和更持久的学习。门户科学、技术、工程和数学(STEM)课程利用主动学习具有更高的通过率，这最终可能导致学生在STEM职业轨迹上更具持久性。因此，更广泛地采用这些积极的学习方法是维持我们的科研事业和培养一支多样化的、具有科学素养的工作队伍的关键。本研究将使用传播成功特征(CODS)模型作为改变马里兰大学生物科学教与学文化的理论框架。通过参与教师学习社区，生物科学课程前四门课程的教师将(1)开发采用循证教学方法的渐进式学习活动，然后以协调的方式实施；(2)通过监测学生学习的迭代过程，收集他们使用这些方法的有效性的证据，然后使用这些反馈来改进教学活动；以及(3)实施策略，帮助学生识别他们学习的证据，以获得学生对需要付出更大努力和参与的方法的认可。CODS模式在促进更广泛的教学文化变革方面的成功将采用定量和定性相结合的方法进行评估。该项目旨在将STEM课程重新设计的文化从单独的努力转变为共同的(因此是可持续的)努力。它将为STEM不同部门志同道合的同事之间的互动创造新的机会，创造一支致力于教育改革的教职员工队伍。该项目还将帮助非常多样化的UMD学生群体，其中许多人将成为STEM专业人员或K-12科学教师，以发展提高学习的元认知技能。

Evidence is mounting that students who are actively engaged in constructing knowledge achieve deeper conceptual understanding and more durable learning. Gateway Science, Technology, Engineering, and Mathematics (STEM) courses that utilize active learning have higher pass rates, which could ultimately lead to greater persistence of students on STEM career trajectories. Thus, the wider adoption of these active learning approaches is key to maintaining our scientific research enterprise and cultivating a diverse, scientifically literate workforce.This study will use the Characteristics of Dissemination Success (CODS) model as a theoretical framework for changing the culture of teaching and learning in the biological sciences at the University of Maryland. Through engagement in a faculty learning community, instructors within the first four courses in the biological sciences curriculum will (1) develop progressive learning activities that employ evidence-based teaching approaches, then implement these in a coordinated fashion; (2) gather evidence for the effectiveness of their use of these approaches via an iterative process of monitoring student learning, then using this feedback to refine instructional activities; and (3) implement strategies that help students recognize evidence of their learning, to gain student buy-in for approaches that require greater effort and engagement. The success of the CODS model in fostering broader changes to the culture of teaching will be evaluated using a combination of quantitative and qualitative approaches.This project aims to shift the culture of STEM course redesign from a solitary endeavor to a communal (and therefore sustainable) effort. It will foster new opportunities for interaction between like-minded colleagues in different STEM departments, creating a cadre of faculty dedicated to education reform. The project will also help a very diverse UMD student population, many of whom will become STEM professionals or K-12 science teachers, to develop metacognitive skills that enhance learning.