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可以获得更深的概念理解和更持久的学习。利用主动学习的门户科学、技术、工程和数学（STEM）课程有更高的通过率，这最终可能会让学生更坚持STEM的职业轨迹。因此，更广泛地采用这些主动学习方法是维持我们的科学研究事业和培养多样化、具有科学素养的劳动力的关键。本研究将使用传播成功特征（CODS）模型作为马里兰大学生物科学教学文化变革的理论框架。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这些活动；(2)通过监测学生学习的迭代过程来收集证据，证明他们使用这些方法的有效性，然后利用这些反馈来改进教学活动；(3)实施策略，帮助学生认识到他们学习的证据，以获得学生对需要更大努力和参与的方法的支持。将采用定量和定性相结合的方法来评价CODS模式在促进更广泛的教学文化变革方面的成功。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（因此也是可持续的）努力。它将为不同STEM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师骨干队伍。该项目还将帮助UMD非常多样化的学生群体，其中许多人将成为STEM专业人士或K-12科学教师，以培养增强学习的元认知技能。

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.