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

在改进的本科生STEM教育：西班牙裔服务机构(HSI计划)的支持下，这个Track 1项目旨在培养教师在如何在STEM中实施循证实践方面的专业知识。该项目旨在扩大STEM教师在STEM课程中对包容性教学法和欢迎环境的使用，改善社区学院和大学提供的课程之间的一致性，并支持多样化教师的发展。通过加州州立大学多明格斯山庄(CSUDH)、加州州立大学长滩分校、加州社区大学成功网络(3CSN)和CSU教学与学习研究所的合作，该项目旨在加强教、学和领导力。利用专业学习的实践社区模式，该项目将发展教师学习社区，支持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、教学方法和评估做法在两年制和四年制院校之间的协调如何支持转学学生的成功。因此，该项目旨在建设培养STEM师资队伍的机构能力，以提高学生的保留率和成就率，重点放在代表性不足的学生身上。该项目将调查有效的STEM教师学习社区的组成部分，这些社区植根于学习科学和不同学生的文化。然后，STEM教员将被训练来重塑课程、教学实践、与学生的互动以及大学互动。在这个项目中，变革的单位是STEM教员，这将导致持续的制度变革，旨在为STEM的学生提供更好的学习体验。该项目将调查实践社区-S对STEM教职员工发展和实施循证课程设计、教学和评估实践的影响；2)教职员工与学生和教职员工之间的互动(包括教师招聘、指导、赞助、评估和保留实践)，以及教职员工的归属感；以及3)领导策略，包括教职员工、管理人员和员工如何相互互动、指导和评估，以提高STEM教职员工中代表性不足的个人的留存率。该项目将使用扎根的理论方法来研究教师学习社区中的哪些元素在培训教师方面最有效。将根据各个系和课程目标和结果收集数据，以评估对学生成功的影响。该项目旨在开发一种基于证据的STEM教师分级发展模式，以增强其他机构可能采用的不同学生的STEM学习体验。该项目将通过在会议、出版物以及CSU教学与学习研究所的演讲来分享。HSI计划旨在加强本科生STEM教育和HSI的能力建设。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。

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.