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Leveraging a Faculty Community of Practice Model of Professional Learning to Enhance Diversity, Equity, and Inclusion in STEM Teaching, Learning, and Leadership

利用专业学习实践模式的教师社区来增强 STEM 教学、学习和领导力的多样性、公平性和包容性

基本信息

批准号：
1928740
负责人：
Kimberly Costino
金额：
$ 233.48万
依托单位：
California State University-Dominguez Hills Foundation
依托单位国家：
美国
项目类别：
Continuing Grant
财政年份：
2020
资助国家：
美国
起止时间：
2020-01-01 至 2024-12-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1928740&HistoricalAwards=false
关键词：
Leveraging Faculty Community Practice Model

项目摘要

With support from the Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI Program), this Track 1 project aims to build faculty expertise on how to implement evidence-based practices in STEM. This project seeks to broaden STEM faculty's use of inclusive pedagogy and welcoming environments in STEM courses, improve alignment between courses offered at the community colleges and the universities, and support the development of a diverse faculty. Through a collaboration between California State University Dominguez Hills (CSUDH), CSU Long Beach, California Community College Success Network (3CSN), and the CSU's Institute for Teaching and Learning, the project aims to enhance teaching, learning, and leadership. Using a community of practice model of professional learning, the project will develop faculty learning communities that support STEM faculty from CSUDH and the local community colleges on best practices in teaching and learning coupled with identity, culture, context, power, bias, and institutionalized forms of oppression. The project will also examine how alignment of STEM curriculum, pedagogy, and assessment practices between two- and four-year institutions supports transfer student success. As a result, this project aims to build institutional capacity in developing STEM faculty to increase student retention and success, with an emphasis on underrepresented students. The project will investigate components of effective STEM faculty learning communities rooted in the science of learning and the culture of diverse students. The STEM faculty will then be equipped to reshape curriculum, teaching practices, interactions with students, and collegial interactions. In this project, the unit of change is the STEM faculty member which will then lead to a sustained institutional change that aims to provide an enhanced learning experience for students in STEM. The project will investigate the community of practices?s impact on 1) STEM faculty's development and implementation of evidence-based curriculum design, teaching, and assessment practices; 2) Faculty-student and faculty-faculty interaction (including faculty hiring, mentorship, sponsorship, evaluation, and retention practices), and faculty and students' sense of belonging; and 3) Leadership strategies including how faculty, administrators, and staff interact with, mentor, and evaluate each other in ways that improve the retention of individuals underrepresented within the STEM faculty. The project will use a grounded theory approach to study which elements of the faculty learning communities are most effective in training faculty. Data will be collected to assess impacts on student success based on individual departments and course goals and outcomes. This project seeks to develop an evidence-based tiered STEM faculty development model that enhances the STEM learning experiences for diverse students that other institutions may adopt. The project will be shared through presentations at conferences, publications, as well as CSU's Institute for Teaching and Learning. The HSI Program aims to enhance undergraduate STEM education and build capacity at HSIs. Projects supported by the HSI Program will also generate new knowledge on how to achieve these aims.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.

在改善本科STEM教育的支持下：西班牙裔服务机构（HSI计划），该轨道1项目旨在建立教师关于如何在STEM中实施循证实践的专业知识。该项目旨在扩大STEM教师在STEM课程中使用包容性教学法和友好环境，改善社区学院和大学提供的课程之间的一致性，并支持多元化教师的发展。通过加州州立大学多明格斯山（CSUDH），CSU长滩，加州社区学院成功网络（3CSN），和CSU的教学研究所之间的合作，该项目旨在提高教学，学习和领导。使用专业学习的实践模式社区，该项目将开发教师学习社区，支持来自CSUDH和当地社区学院的STEM教师在教学和学习方面的最佳实践，以及身份，文化，背景，权力，偏见和制度化的压迫形式。该项目还将研究STEM课程，教学法和两年制和四年制院校之间的评估实践如何支持转学生的成功。因此，该项目旨在建立机构能力，培养STEM教师，以提高学生的保留率和成功率，重点是代表性不足的学生。该项目将调查植根于学习科学和不同学生文化的有效STEM教师学习社区的组成部分。然后，STEM教师将配备重塑课程，教学实践，与学生的互动，以及合议互动。在这个项目中，变革的单位是STEM教师，这将导致持续的制度变革，旨在为STEM学生提供增强的学习体验。该项目将调查实践社区？的影响1）STEM教师的发展和实施的循证课程设计，教学和评估的做法; 2）教师与学生和教师与教师的互动（包括教师招聘、导师制、赞助、评估和保留做法），以及教师和学生的归属感;和3）领导策略，包括教师，管理人员和工作人员如何互动，导师，并以提高STEM教师中代表性不足的个人的保留方式相互评价。该项目将使用扎根理论的方法来研究教师学习社区的哪些元素是最有效的培训教师。将收集数据，以评估对学生成功的影响，根据个别部门和课程的目标和成果。该项目旨在开发一个以证据为基础的分层STEM教师发展模式，增强其他机构可能采用的不同学生的STEM学习体验。该项目将通过会议，出版物以及CSU的教学研究所的演示文稿进行分享。HSI计划旨在加强本科STEM教育，并建立HSI的能力。HSI计划支持的项目也将产生关于如何实现这些目标的新知识。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。