Transforming College Teaching: Statewide Implementation of the Faculty Learning Program to Improve STEM Undergraduate Teaching and Learning

变革大学教学项目是重要的，因为它将提高学生在科学，技术，工程和数学（STEM）本科课程在加州通过全州范围内实施专业学习计划，支持教师在转变大学水平的教学成绩。该计划加深了教师对学习如何发生以及如何支持学习的理解，包括如何促进和设计讲座课程，使其更加活跃，并促进学生学习STEM概念。在这个项目中，来自2年和4年制机构的STEM教师将参与学习社区，以改善他们的教学方式。他们将建立相互的关系和理解对方的教学环境，从而调整STEM课程在加州的三级中学后教育系统，在全国最大的公立高等教育系统的教学方式。学生从2年制转入4年制机构将准备作为学习者在整个干课程作为这种调整的结果，从而提高成功率和保留干。改革大学教学项目，实施最近开发的教师学习计划（FLP）的目标是：（1）培养机构能力，为STEM教师提供支持，通过开发和实施来改善他们的教学实践;（2）在加州的2年和4年制机构中发展STEM教师之间的社区和互补教学实践;以及（3）检查改变教学实践对学生参与STEM和成就的影响。在第一年，九个加州州立大学（CSU）和加州大学（UC）机构已承诺实施FLP的元素。其他机构将在第二年和第三年实施这一计划，从各自的机构和当地社区学院招募STEM教师，这些学院的转学率很高。这些学院和大学在STEM教学方面的师资发展能力水平各不相同，与全国其他机构相似;为了解决这个问题，在项目设计中包括了采用FLP的三种能力建设模式。该项目将为教师开发人员提供知识和工具，以提高支持STEM教师发展的机构能力，并为STEM教师做好准备。通过提供一个基于研究，测试和记录的教师专业学习计划，以改善教学实践，该项目可以通过全国各地的中学后教育系统和机构。

The Transforming College Teaching project is significant because it will improve student achievement in science, technology, engineering, and mathematics (STEM) undergraduate courses in California through statewide implementation of a professional learning program that supports faculty in transforming college-level teaching. The program deepens faculty members' understanding of how learning happens and how to support learning, including how to facilitate and design lecture courses to be more active and to promote student learning of STEM concepts. In this project, STEM faculty from 2- and 4-year institutions will participate in learning communities that improve how they teach. They will build relationships and understanding of each others' teaching contexts, thus aligning the ways in which STEM courses are taught across California's three-tiered, post-secondary education system, the largest public higher education system in the nation. Students transferring from 2-year into 4-year institutions will be prepared as learners to excel across STEM curricula as a result of this alignment, leading to improved success and retention in STEM. The goals of the Transforming College Teaching project, which implements the recently developed Faculty Learning Program (FLP), are to: (1) cultivate institutional capacity to provide support for STEM faculty to improve their teaching practice through development and implementation; (2) develop community and complementary instructional practices between STEM faculty in 2- and 4-year institutions across California; and (3) examine the impact of changed teaching practice on student engagement and achievement in STEM. In year 1, nine California State University (CSU) and University of California (UC) institutions have committed to implement elements of the FLP. Additional institutions will implement this program in years 2 and 3, recruiting STEM faculty from their respective institutions and from local community colleges that have high transfer rates into their institutions. These colleges and universities have varying levels of capacity for faculty development in STEM teaching, similar to other institutions nationally; to address this, three capacity-building models for adopting FLP are included in the design of the project. The project will provide faculty developers, and prepare STEM faculty, with the knowledge and tools to increase institutional capacity to support STEM faculty development. By providing access to a research-based, tested, and documented faculty professional learning program for improving teaching practice, this project can be adopted by post-secondary education systems and institutions across the country.