CAREER: Data Analytics for Equity: Supporting STEM Faculty to Address Implicit Bias in the Classroom

该项目将研究数据可视化如何帮助大学教师认识到他们的隐性偏见，并促进课堂上的公平参与。参与是学习的一个关键部分，但隐性偏见可能会导致不同群体的学生参与STEM课堂的机会不同。这种差异可能会导致学习成果的不平等，这可能导致女性，有色人种学生和其他群体在STEM劳动力中的代表性不足。通过研究如何为STEM教师提供有关其教学对学生参与的差异影响的有意义的数据，该项目有可能大规模改善STEM的教学和学习。该项目旨在生成专业发展方法和技术，支持STEM领域的公平教学。在该项目期间，数百名教师将接受这一专业发展，这反过来又将影响成千上万的学生。该项目还将编制辅助材料，使大学专业发展人员和教师教育工作者能够有效地向他们所服务的教育工作者提供类似的专业发展。这项工作的预期成果包括关于STEM公平教学的新知识，帮助教师更公平地教学的有效方法，以及这些方法的广泛传播。该项目将直接支持100多名教师解决隐性偏见，通过利用（并进一步加强）课堂观察工具，电子教学质量协议（EQUIP）。EQUIP是一个免费的，基于网络的课堂观察工具，提供了不同社会标记群体的课堂参与的视觉表示。该研究计划包括对一部分教师进行纵向研究，因为他们通过三种干预措施进行持续的专业发展：（1）数据可视化的系统设计;（2）暑期研究所;（3）教师学习社区。通过混合方法的研究设计，该项目将围绕STEM教师如何解释数据可视化，专业发展如何利用可视化来减少偏见和改善教学，以及对学生成绩产生影响的性质，解决基础研究课题。这些方法将利用学科内和学科间比较的组合，对来自课堂观察、数据分析、学生成果、调查和访谈的数据进行三角测量。该项目的主要理论贡献是开发有关数据可视化如何改善公平教学实践的知识，并纵向研究教师在学习认识和解决教学中的隐性偏见时所经历的过程。这个项目可以大大有助于扩大STEM的参与，因为它解决了隐性偏见，这是一个普遍存在的问题，限制了妇女，有色人种学生，不同能力的人和其他代表性不足的群体在STEM的参与。帮助参与研究的教师解决他们的偏见，预计将直接在本科STEM中产生更公平的学习环境。此外，该项目将通过记录和传播一套解决偏见和改善公平的工具和最佳做法，为教育工作者的专业发展努力做出广泛贡献。 教师早期职业发展（CAREER）计划是美国国家科学基金会（NSF）范围内的活动，支持有潜力在研究和教育中担任学术榜样的早期职业教师。该项目由NSF的教育人力资源理事会核心研究计划和改进本科STEM教育计划支持。该奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

This project will study how data visualizations may help university faculty recognize their implicit biases and promote equitable participation in their classrooms. Participation is a key part of learning, but implicit biases can result in different opportunities for different groups of students to participate in STEM classrooms. Such differences can cause inequities in learning outcomes that may lead to underrepresentation of women, students of color, and other groups in the STEM workforce. By studying how to provide STEM faculty with meaningful data about the differential impact of their teaching on student participation, this project has the potential to improve teaching and learning in STEM at scale. This project aims to generate professional development methods and technologies that support equitable teaching across STEM fields. During the project, hundreds of faculty members will receive this professional development, which in turn will impact tens of thousands of students. The project will also develop supporting materials to enable university professional developers and teacher educators to effectively provide similar professional development to the educators they serve. Expected outcomes of this work include new knowledge about equitable teaching in STEM, effective methods for helping instructors teach more equitably, and widespread dissemination of these methods. This project will directly support over 100 faculty to address implicit bias, by utilizing (and further enhancing) the classroom observation tool, Electronic Quality of Instruction Protocol (EQUIP). EQUIP is a free, web-based classroom observation tool that provides visual representations of classroom participation by different social marker groups. The research plan includes a longitudinal study of a subset of faculty members as they engage in sustained professional development through three interventions: (1) systematic design of data visualizations; (2) a summer institute; and (3) faculty learning communities. Through a mixed-methods research design, this project will address fundamental research topics around how STEM faculty interpret data visualizations, how professional development may leverage visualizations to reduce bias and improve teaching, and the nature of the resulting impacts on student outcomes. The methods will utilize a combination of within- and between-subject comparisons, triangulating data from: classroom observations, data analytics, student outcomes, surveys, and interviews. The major theoretical contributions of this project are to develop knowledge about how data visualizations may improve equitable teaching practices, and to longitudinally study the process through which faculty members go as they learn to recognize and address implicit bias in their teaching. This project can contribute significantly to broadening participation in STEM, because it addresses implicit bias, which is a pervasive problem that limits the participation of women, students of color, people with differing abilities, and other underrepresented groups in STEM. Helping the faculty who participate in the study address their biases is expected to directly produce more equitable learning environments in undergraduate STEM. Moreover, this project will contribute broadly to educator professional development efforts, by documenting and disseminating a suite of tools and best practices for addressing bias and improving equity. The Faculty Early Career Development (CAREER) Program is a National Science Foundation (NSF)-wide activity that supports early-career faculty who have the potential to serve as academic role models in research and education. This CAREER project is supported by NSF's Education & Human Resources Directorate Core Research Program and its Improving Undergraduate STEM Education Program.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.