Collaborative Research: IUSE EHR - Inclusive Learning and Teaching in Undergraduate STEM Instruction

美国的经济繁荣依赖于科学的进步、国家卫生计划的推进以及对日益技术化的经济的适应。这种繁荣反过来又依赖于有能力灵活应对新挑战和开发创新技术的人才队伍。学院和大学可以通过确保教育环境对各种各样的学生有效来为未来的劳动力做好准备。 该项目的重点是设计和传播教师发展材料，以使教师能够为学生创造更具包容性的学习环境。 具体而言，该项目将纳入以研究为基础的实践，使学生能够进一步发展自我效能感，认同感，持久性和动机，以坚持在STEM研究领域。 该项目旨在解决妇女和代表性不足群体成员在STEM研究领域持续存在的比率差距。 缩小这些差距将导致更高的学位获得和劳动力进入。 这项工作的产品将是一个全面的虚拟和面对面的专业发展计划，在全国范围内，将准备未来和早期的职业教师教包容性。该项目将由西北大学牵头，并与波士顿大学、威斯康星州大学麦迪逊分校、密歇根大学安阿伯分校、格鲁吉亚大学、圣路易斯华盛顿大学和得梅因地区社区学院合作。项目负责人将与密歇根大学的学习和教学球员研究中心合作，该中心是一个使用戏剧和即兴戏剧化来改善学习和教学的组织。 这些材料的目的是使教师重新思考课程选择，更新他们的教学方法，活动和评估，了解他们自己的身份和学生的身份方面如何影响学习，并认识到位置和其他问题在学习环境中发挥作用的方式。 在STEM教学中的研究，教学和学习在线课程及其附属地方学习社区的两个先前中心的成功基础上，该项目旨在通过训练有素的促进者的学习社区建立和维持多样化的机构网络，以促进校园内的包容性学习和教学。 该项目有可能培养500名在职教师和4,000名博士和博士后学者，应用包容性教学实践，积极影响全国25,000多名STEM学生的学习经历。该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的智力价值和更广泛的影响力审查标准进行评估来支持。

The economic prosperity of the United States relies on progress in science, the advancement of national health initiatives, and adaptation to an increasingly technical economy. This prosperity in turn relies on a talented workforce with the ability to nimbly address new challenges and develop innovative technologies. Colleges and universities can best prepare this future workforce by ensuring that educational environments are effective for a diverse range of students. This project focuses on the design and dissemination of faculty development materials designed to enable faculty members to create more inclusive learning environments for their students. Specifically, the project will incorporate research-based practices that enable students to develop further senses of self-efficacy, identity, persistence, and motivation to persist in STEM fields of study. The project is intended to address persistent gaps in the rates at which women and members of underrepresented groups persist in STEM fields of study. Closing these gaps would lead to greater degree attainment and workforce entry. The product of this work will be a comprehensive virtual and in-person professional development program at a national scale that will prepare future and early career faculty to teach inclusively. The project will be led by Northwestern University in partnership with Boston University, the University of Wisconsin at Madison, University of Michigan at Ann Arbor, University of Georgia, Washington University in St. Louis, and the Des Moines Area Community College. Project leaders will work with the University of Michigan's Center for Research on Learning and Teaching Players, a group that uses theatrical and improvisational dramatization in the service of improved learning and teaching. The materials will be designed to enable faculty members to rethink curricular choices, update their teaching methods, activities, and assessments, understand how aspects of their own identities and those of their students may affect learning, and recognize ways in which position and other issues play out in learning environments. Building on the success of two prior Center for the Integration of Research, Teaching and Learning online courses in STEM teaching and their affiliated local learning communities, the project aims to build and sustain a diverse network of institutions through learning communities of trained facilitators to advance inclusive learning and teaching on their campuses. The project has the potential to prepare 500 current faculty and 4,000 PhDs and postdoctoral scholars to apply inclusive teaching practices that would positively influence the learning experiences of more than 25,000 STEM students nationally.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.