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、国家卫生倡议的推进以及对日益技术化的经济的适应。这种繁荣反过来有赖于一支有能力灵活应对新挑战和开发创新技术的有才华的劳动力队伍。学院和大学可以通过确保教育环境对不同范围的学生有效地为未来的劳动力做好准备。这个项目的重点是设计和传播教师发展材料，使教师能够为他们的学生创造更具包容性的学习环境。具体地说，该项目将纳入基于研究的实践，使学生能够进一步发展自我效能感、认同感、坚持性和在STEM学习领域坚持下去的动机。该项目旨在解决妇女和代表性不足群体成员在STEM研究领域长期存在的差距。缩小这些差距将导致更多的学位获得和劳动力进入。这项工作的成果将是在全国范围内进行全面的虚拟和面对面的专业发展计划，为未来和早期职业教师提供包容性教学的准备。该项目将由西北大学牵头，合作伙伴包括波士顿大学、威斯康星大学麦迪逊分校、密歇根大学安娜堡分校、佐治亚大学、圣路易斯华盛顿大学和得梅因地区社区学院。项目负责人将与密歇根大学的学习和教学玩家研究中心合作，该中心是一个利用戏剧和即兴戏剧来服务于改进学习和教学的组织。这些材料将使教职员工能够重新思考课程选择，更新他们的教学方法、活动和评估，了解他们自己和学生身份的各个方面可能如何影响学习，并认识到立场和其他问题在学习环境中发挥作用的方式。在前两个STEM教学研究、教学和学习整合在线课程中心及其附属的当地学习社区取得成功的基础上，该项目旨在通过训练有素的促进者学习社区建立和维持一个多样化的机构网络，以促进其校园内的包容性学习和教学。该项目有可能培养500名现有教师和4,000名博士和博士后学者，以应用包容性教学实践，对全国超过25,000名STEM学生的学习经历产生积极影响。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

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.