Institutional Transformation through Large-Scale Implementation of Departmental Action Teams

通过大规模实施部门行动小组进行机构转型

• 批准号: 2122652
• 负责人: Mike Stieff
• 金额: $ 296.67万
• 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=2122652&HistoricalAwards=false
• 关键词: Institutional; Transformation; through; Large; Scale

This project aims to establish an institution-wide imperative to improve classroom climate, instructional quality, and degree pathways in all Science, Technology, Engineering, and Mathematics departments at the University of Illinois-Chicago, a broad-access Hispanic-Serving Institution. Many institutional transformation efforts do not yield broad impact on an entire institution due to their focus on a single course or small cadre of teaching faculty. To accomplish institutional transformation at a large, decentralized university, the project will implement departmental action teams that involve over 100 faculty across the university who will investigate the barriers to student success in their classrooms with close attention to institutional data. Departmental action teams will develop and implement individual action plans to address identified barriers through curricular, instructional, and policy reforms. The work of these teams will be complemented by a campus-level initiative that disseminates high-quality faculty professional development with a concerted focus on helping faculty implement evidence-based inclusive teaching practices. Supported by the Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI Program), this project will transform the university to achieve an inclusive and highly productive campus environment for both students and faculty that reflects an institutional culture where students see faculty as advocates for their success.The goal of institutional transformation that lies at the heart of this project will present an opportunity to study both the efficacy of interventions proposed by the departmental action teams and the resulting institutional change processes. The project will contribute to theories of change in organizations in ways that have not been systematically studied in the context of a large, public, minority-serving research-extensive university. Project researchers will study the evolution of the change effort to identify barriers to change and strategies for overcoming those barriers as each department improves its capacity to deliver engaging and inclusive pedagogies by conducting a systematic analysis of the work of each team and the evolution of the teaching culture at UIC in response to project programming. Using surveys, observational protocols, and interviews, project researchers will produce an evidentiary basis for institutional transformation following a teleological theory of change. This will include demonstrating the unique and common change processes across multiple academic departments units at the same university and how those processes are facilitated or hindered at other institutional levels. Finally, the dissemination plan calls for the production of an online roadmap to provide guidelines for launching data-driven change efforts that are attentive to local contexts. The HSI Program aims to enhance undergraduate STEM education, broaden participation in STEM, and build capacity at HSIs. Achieving these aims, given the diverse nature and context of the HSIs, requires innovative approaches that incentivize institutional and community transformation and promote fundamental research (i) on engaged student learning, (ii) about what it takes to diversify and increase participation in STEM effectively, and (iii) that improves our understanding of how to build institutional capacity at HSIs. Projects supported by the HSI Program will also draw from these approaches to 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.

该项目旨在建立一个机构范围内的当务之急，以改善课堂气氛，教学质量，并在所有科学，技术，工程和数学部门在伊利诺伊州-芝加哥大学，一个广泛的访问西班牙裔服务机构的学位途径。许多机构改革努力并没有对整个机构产生广泛的影响，因为它们只关注一门课程或一小部分教师。为了在一个大型的、分散的大学实现机构转型，该项目将实施部门行动小组，该小组涉及整个大学的100多名教师，他们将密切关注机构数据，调查学生在课堂上取得成功的障碍。部门行动小组将制定和实施个人行动计划，以解决通过课程，教学和政策改革确定的障碍。这些团队的工作将得到校园级倡议的补充，该倡议传播高质量的教师专业发展，重点是帮助教师实施以证据为基础的包容性教学实践。在改进本科STEM教育的支持下：西班牙裔服务机构（HSI计划），这个项目将改变大学，为学生和教师实现一个包容和高效的校园环境，反映了一种机构文化，学生将教师视为他们成功的倡导者。作为这个项目核心的机构转型目标将提供一个研究省级行动小组提出的干预措施的效力以及由此产生的体制改革进程。该项目将有助于组织变革的理论，其方式尚未在一个大型，公共，少数民族服务的研究型大学的背景下进行系统研究。项目研究人员将研究变革努力的演变，以确定变革的障碍和克服这些障碍的战略，因为每个部门通过对每个团队的工作进行系统分析，提高其提供参与和包容性教学的能力，并在UIC的教学文化的演变，以应对项目规划。通过调查、观察协议和访谈，项目研究人员将为遵循目的论的变革理论的制度转型提供证据基础。这将包括展示在同一所大学的多个学术部门单位的独特和共同的变革过程，以及这些过程是如何在其他机构层面促进或阻碍。最后，传播计划要求制作一个在线路线图，为启动注重当地情况的数据驱动的变革努力提供指导。HSI计划旨在加强本科STEM教育，扩大STEM的参与，并建立HSI的能力。实现这些目标，鉴于不同的性质和背景下的HSIs，需要创新的方法，激励机构和社区转型，促进基础研究（一）参与学生学习，（二）关于如何有效地多样化和增加STEM的参与，以及（三）提高我们对如何在HSIs建立机构能力的理解。HSI计划所支持的项目也将从这些方法中汲取经验，以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。