Deep Teaching Residency: A Faculty Development Program for Design and Implementation of Inclusive Undergraduate STEM Teaching Practices

本项目旨在服务于国家对优秀本科STEM教育的兴趣。它将通过让本科STEM教师在他们的STEM教室中培养包容的氛围来实现这一目标。具体而言，该项目旨在解决对STEM教学中更以关系为导向的方法的需求。这种方法可以提高学生的学习成绩和归属感，特别是对于那些历史上被剥夺权利背景的学生。为了支持这些变化，该项目将聘请两组24名本科STEM教师进行为期一年的实习。这些STEM教师将从全国各地和不同的机构类型中选出。驻留将基于由首席研究员开发的深度教学概念模型。深度教学强调自我意识、同理心和反思性教学。住院医师模式还将应用这样的理念：只有在一个支持性社区的背景下，开发包容性课程是困难的、持续的和成功的。实习将从预备阅读和反思开始，然后是夏季为期五天的沉浸式研讨会。在研讨会上，STEM教师将探讨自我意识在包容性实践中的作用，设计在下一学年完成的特定环境项目，并设计一个结构来支持在此期间实施项目。在每个研讨会之后的学年，该项目将继续通过虚拟深度教学指导网络为讲师群体提供社区支持和问责制。最终，该项目旨在创建一个学者社区，他们深入参与正在进行的、有意的工作，将STEM课程转变为更具包容性的教学实践。该项目的具体目标是：1)建立一个致力于发展和评估其包容性教学实践的学者教育工作者社区；2)朝着公平教学法的方向有意义地转变教师的参与者心态；3)协助教师参与者拓展与包容性教学实践相关的知识和必要技能；4)支持参与者在他们自己的课堂上设计、实施和评估包容性教学法项目，并将他们的发现传播给更广泛的学术受众。该项目的研究方面将纳入认知框架方法，以调查教师思维方式从多样性，赤字到公平思维教学法的转变方式。本研究将采用定性分析方法，使用从反思期刊和课程工件收集的数据。NSF IUSE: EHR计划支持研究和开发项目，以提高所有学生STEM教育的有效性。通过机构和社区转型轨道，该计划支持高等教育机构和学科社区的STEM教育转型和改善。该奖项反映了美国国家科学基金会的法定使命，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。

This project aims to serve the national interest in excellent undergraduate STEM education. It will do so by engaging undergraduate STEM instructors in cultivating inclusive climates in their STEM classrooms. Specifically, the project intends to address the need for a more relationship-oriented approach to STEM teaching. Such an approach can increase students' academic performance and sense of belonging, particularly for students from historically disenfranchised backgrounds. To support these changes, the project will engage two cohorts of 24 undergraduate STEM instructors in a year-long residency. These STEM instructors will be selected from across the nation and from different institutional types. The residency will be based on the Deep Teaching conceptual model developed by the primary investigator. Deep Teaching emphasizes self-awareness, empathy, and reflective teaching. The residency model also will apply the philosophy that developing inclusive curricula is difficult, ongoing, and successful only when done in the context of a supportive community. The residency will begin with preparatory reading and reflection, followed by an immersive five-day workshop during the summer. At the workshop, the STEM instructors will explore the role of self-awareness in inclusive practices, design context-specific projects to complete in the following academic year, and design a structure to support implementation of the projects during that time. In the academic year following each workshop, the project will continue to provide the instructor cohort with community support and accountability via a virtual Deep Teaching mentoring network. Ultimately, the project seeks to create a community of scholars who engage deeply in ongoing, intentional work to transform STEM courses toward more inclusive teaching practices.The specific aims of the project are to: 1) Build a community of scholar-educators committed to developing and evaluating their inclusive teaching practices; 2) Meaningfully transform faculty participant mindsets in the direction of equity-based pedagogies; 3) Assist faculty participants in expanding knowledge and requisite skills pertaining to inclusive teaching practices; and 4) Support participants in the design, implementation, and assessment of an inclusive pedagogy project in their own classrooms and the dissemination of their findings to a broader academic audience. The research aspect of the project will incorporate a cognitive frames approach to investigate the ways in which faculty mindsets migrate from diversity, to deficit, to equity-minded pedagogies. This research will take a qualitative analysis approach using data gathered from reflective journals and course artifacts. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Institutional and Community Transformation track, the program supports efforts to transform and improve STEM education across institutions of higher education and disciplinary communities.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.