Seeking Synergy: K-12 Professional Development as a Model for College Science Faculty

寻求协同：K-12 专业发展作为大学理学院的典范

• 批准号: 1835378
• 负责人: Paula Lemons
• 金额: $ 4.9万
• 依托单位: University of Georgia Research Foundation Inc
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-10-01 至 2021-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1835378&HistoricalAwards=false
• 关键词: Seeking; Synergy; 12; Professional; Development

It is a national priority to produce a well-prepared workforce in science, technology, engineering, and mathematics (STEM). This workforce is needed to make progress in science, to advance national health initiatives, and support overall national prosperity in an increasingly technical economy. One contemporary challenge colleges and universities face in meeting this challenge is the need to provide effective professional development opportunities for faculty members. For example, professional development could help faculty learn about emerging research related to student learning, and this knowledge could inform teaching practices. This project aims to serve the national interest by convening professional development leaders from both K-12 and higher education to determine the design principles of a new model of professional development for college science teaching. This project is designed to draw upon evidence-based, effective professional development practices from the K-12 sector, and to apply these strategies to programs for faculty members teaching undergraduate biology students. Multiple K-12 models for professional development have been rigorously tested and shown to improve teacher knowledge, skill, and student learning. This gathering is designed to focus specifically on teaching and learning methods designed to reveal and respond to student thinking.This project will support a three-day conference to define the design principles of a new professional development program for college biology faculty. The model will derive components from K-12 professional development models and focus on helping faculty learn the pedagogy of revealing and responding to student thinking. The conference will extend the work of two well-established research and professional development groups in STEM education, the Automated Analysis of Constructed Response project (AACR) and the Science Teachers Learning from Lesson Analysis project (STeLLA). AACR focuses on undergraduate science education and addresses: the creation of constructed-response assessments that reveal students' mental models of scientific concepts; the creation of machine learning models to predict experts' scoring of student responses; the production of reports for faculty that describe the computerized analysis of student writing; and long-term, local faculty learning communities that support faculty users of AACR. STeLLA supports K-12 teachers to view their teaching through the lens of student thinking. The efficacy of STeLLA's approach to professional development has been demonstrated through randomized and quasi-experimental studies that link teacher learning with increased student learning. The conference will include members of AACR and STeLLA as well as experts from other higher education and K-12 professional development arenas. The conference will produce a framework for developing a new college biology professional development program, which can be implemented and researched. It also will create a network of science education professional development specialists and researchers from both K-12 and higher education.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.

培养一支在科学、技术、工程和数学（STEM）方面准备充分的劳动力队伍是国家的优先事项。 这支劳动力队伍需要在科学方面取得进步，推进国家卫生计划，并在日益技术化的经济中支持国家的整体繁荣。学院和大学在迎接这一挑战时面临的一个当代挑战是需要为教师提供有效的专业发展机会。 例如，专业发展可以帮助教师了解与学生学习相关的新兴研究，这些知识可以为教学实践提供信息。 该项目旨在通过召集K-12和高等教育的专业发展领导人来确定大学科学教学专业发展新模式的设计原则，从而为国家利益服务。 该项目旨在借鉴基于证据的，有效的专业发展实践从K-12部门，并将这些策略应用于教学本科生物学学生的教师计划。 多个K-12专业发展模型已经过严格的测试，并证明可以提高教师的知识，技能和学生的学习。 本次会议旨在特别关注旨在揭示和回应学生思维的教学方法。该项目将支持为期三天的会议，以确定大学生物教师新的专业发展计划的设计原则。该模型将从K-12专业发展模型中获得组件，并专注于帮助教师学习揭示和回应学生思维的教学法。会议将扩展STEM教育中两个成熟的研究和专业发展小组的工作，即建构反应项目的自动分析（AACR）和科学教师从课程分析项目中学习（STeLLA）。AACR专注于本科科学教育和地址：构建反应评估，揭示学生的科学概念的心理模型的创建;机器学习模型的创建，以预测专家对学生的反应评分;为教师制作报告，描述学生写作的计算机分析;和长期的，本地教师学习社区，支持教师用户的AACR。STeLLA支持K-12教师通过学生思维的透镜来看待他们的教学。STeLLA的专业发展方法的有效性已经通过随机和准实验研究证明，这些研究将教师学习与学生学习的增加联系起来。会议将包括AACR和STeLLA的成员以及来自其他高等教育和K-12专业发展领域的专家。会议将制定一个新的大学生物专业发展计划的框架，该计划可以实施和研究。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。