Institutional Transformation through Curriculum and Faculty Development to Serve the Modern Chemistry Student

通过课程和师资发展进行机构转型，为现代化学学生服务

• 批准号: 2111446
• 负责人: Donald Wink
• 金额: $ 199.96万
• 依托单位: University of Illinois at Chicago
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-10-01 至 2026-09-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2111446&HistoricalAwards=false
• 关键词: Institutional; Transformation; through; Curriculum; Faculty

This project aims to serve the national interest by implementing evidenced-based teaching and inclusion practices throughout the undergraduate curriculum at a public research university with a diverse student body. This works to address the important problem of how change at the individual course or faculty level is insufficient to drive institutional transformation. Such transformation will be done through a multi-year effort that provides for faculty and curriculum development work that engages multiple faculty and covers all courses, including lecture and laboratory instruction in general, analytical, inorganic, physical chemistry, and biochemistry. Faculty will engage in multiple iterations of course revision using reflective practices that will provide data that characterizes the targeted outcomes of their revision work and, then, support iterative change. This will include a consistent emphasis on incorporating examples from current research and societal problems, to allow courses to improve how they teach students how to apply their knowledge to contemporary problems. The significance of this work lies in its potential to answer the important problem of knowing how to support change at the institutional level with efforts that engage curriculum-wide work by multiple faculty. The project builds on methods of design-based research, applied at the level of faculty development, individual courses, and throughout the entire department. Curricular reform will include components of the use of big ideas shared throughout the curriculum, linked also to applications in society and current research, specific science practices, and the incorporation of evidence-based instructional practices to support student knowledge and skill growth over time. Faculty development work includes components of analyzing chemistry teaching and learning, planning for instruction, reflecting on instructional practice, and collaborative action research investigation of the curriculum development. The research on the program will contribute to deepening understanding of how individual faculty and course change can occur and how this affects institutional transformation. The work will be disseminated through sharable tools that are used within the faculty and curriculum development community; individual reports in the education literature about course changes, and reports in the research literature that advance understanding of the intersecting activities of curriculum and faculty development and change at the institutional level.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.

该项目旨在通过在一所拥有多元化学生群体的公立研究型大学的整个本科课程中实施循证教学和包容性实践来服务国家利益。这旨在解决单个课程或教师层面的变革不足以推动机构转型的重要问题。这种转变将通过多年的努力来完成，该工作提供教师和课程开发工作，涉及多名教师并涵盖所有课程，包括一般、分析、无机、物理化学和生物化学的讲座和实验室教学。教师将使用反思实践进行课程修订的多次迭代，这些实践将提供表征其修订工作目标结果的数据，然后支持迭代变革。这将包括一贯强调结合当前研究和社会问题的例子，以便课程能够改进教授学生如何将知识应用于当代问题的方式。这项工作的意义在于它有可能回答一个重要问题，即了解如何通过多位教师参与整个课程的工作来支持机构层面的变革。该项目建立在基于设计的研究方法的基础上，应用于教师发展、个别课程以及整个部门的层面。课程改革将包括在整个课程中使用共享的大思想，还与社会应用和当前研究、具体科学实践以及纳入循证教学实践相结合，以支持学生知识和技能的不断增长。教师发展工作包括分析化学教学、教学规划、教学实践反思以及课程开发的协作行动研究调查。该项目的研究将有助于加深对个体教师和课程变革如何发生以及这如何影响机构转型的理解。这项工作将通过教师和课程开发社区内使用的可共享工具进行传播；教育文献中关于课程变革的个别报告，以及研究文献中促进对课程和教师发展和机构层面变革的交叉活动的理解的报告。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。

项目成果

A Collaborative Model-Based Symmetry Activity for the Inorganic Chemistry Laboratory

无机化学实验室基于协作模型的对称活动

• DOI: 10.1021/acs.jchemed.3c00037
• 发表时间: 2023
• 期刊: Journal of Chemical Education
• 影响因子: 3
• 作者: Markut, Jacob Jan;Cabana, Jordi;Mankad, Neal P.;Wink, Donald J.
• 通讯作者: Wink, Donald J.