Changing physics and astronomy education culture: A reflective practice model of faculty development to support diversity, equity, inclusion, and excellence

改变物理和天文学教育文化：支持多样性、公平、包容和卓越的教师发展反思实践模型

• 批准号: 2141745
• 负责人: Robert Hilborn
• 金额: $ 108.03万
• 依托单位: American Association of Physics Teachers
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-05-01 至 2027-04-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2141745&HistoricalAwards=false
• 关键词: Changing; physics; astronomy; education; culture

This project aims to improve and broaden participation in undergraduate STEM education through faculty use of student centered pedagogical practices in their teaching that also foster diversity, equity, and inclusion in physics and astronomy. Most new college and university faculty in science, technology, engineering, and mathematics (STEM) begin their teaching careers with little or no experience with methods of effective pedagogy, including methods for addressing and improving diversity, equity, and inclusion. To remedy this problem in physics and astronomy, the American Association of Physics Teachers, the American Astronomical Society, and the American Physical Society propose to build on and bolster the successful series of Physics and Astronomy Faculty Workshops. With partners from the University of Virginia, the University of Washington (Bothell), and the University of Arizona, the project will implement a significant redesign of the workshops based on what has been learned from participant feedback, workshop evaluations, research into faculty professional development, and the needs of today’s faculty. Effective practices for enhancing diversity, equity and inclusion will be integrated throughout the workshops. In addition to tenure-track faculty, the project will foster the participation of adjunct, part-time, and primarily instructional faculty, who, collectively, teach an increasing fraction of physics and astronomy courses across the country. The project redesign will add four new components: (1) a restructured program delivered by a core set of well-prepared presenters, focusing on the development of participants’ Individual Development Plans; (2) an overarching emphasis on the professional development of the “whole faculty member,” as faculty members grow as educators, researchers, and professionals; (3) an enhanced set of post-workshop activities to provide coaching and feedback for the workshop participants as they implement student-centered instructional practices; and (4) a research program focusing on how faculty develop from novices to reflective practitioners in their role as educators. Despite the successes of the New Faculty Workshops to date, studies show that some faculty members do not persist in implementing those pedagogical practices. The redesigned program will directly address this "implementation dip" by developing habits of mind that support resilience, reflection, and continuous improvement of teaching, and engaging faculty in an inclusive community of educators that helps them navigate and integrate student-centered teaching practices throughout their careers. The research and evaluation are designed to inform the improvement of workshops and post-workshop activities and contribute to an understanding of the role of reflective practice in tackling the implementation gap associated with sustaining student centered pedagogical practice in undergraduate STEM education. 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.

该项目旨在通过教师在教学中使用以学生为中心的教学实践来改善和扩大本科STEM教育的参与，这些教学实践也促进了物理学和天文学的多样性，公平性和包容性。 大多数科学、技术、工程和数学（STEM）的新学院和大学教师开始他们的教学生涯时，很少或根本没有有效教学方法的经验，包括解决和改善多样性、公平性和包容性的方法。为了解决物理学和天文学中的这个问题，美国物理教师协会，美国天文学会和美国物理学会建议建立和支持物理学和天文学教师研讨会的成功系列。该项目与弗吉尼亚大学、华盛顿大学（博瑟尔）和亚利桑那大学合作，将根据参与者反馈、研讨会评估、教师专业发展研究和当今教师的需求，对研讨会进行重大重新设计。在整个讲习班期间，将纳入加强多样性、公平和包容性的有效做法。除了终身教职的教师，该项目将促进兼职，兼职，主要是教学教师，谁，集体，教全国各地的物理和天文学课程越来越多的份额的参与。 该项目的重新设计将增加四个新的组成部分：（1）由一组核心的精心准备的演讲者提供的重组计划，重点是参与者的个人发展计划的发展;（2）对“整个教师”的专业发展的总体重点，因为教师成长为教育工作者，研究人员和专业人士;（3）一套增强的研讨会后活动，为研讨会的参与者提供指导和反馈，因为他们实施以学生为中心的教学实践;（4）一个研究计划，重点是教师如何从新手发展到反思实践者在他们的角色作为教育工作者。尽管迄今为止新教师讲习班取得了成功，但研究表明，一些教师并没有坚持实施这些教学方法。重新设计的计划将直接解决这个“实施下降”通过发展思维习惯，支持弹性，反思和教学的持续改进，并让教师参与教育工作者的包容性社区，帮助他们在整个职业生涯中导航和整合以学生为中心的教学实践。 研究和评估旨在为研讨会和研讨会后活动的改进提供信息，并有助于理解反思性实践在解决与本科STEM教育中以学生为中心的教学实践相关的实施差距方面的作用。 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的轨道，该计划支持的努力，以改变和改善高等教育机构和学科社区的STEM教育.这个奖项反映了NSF的法定使命，并已被认为是值得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支持.

项目成果

Characterization of physics and astronomy assistant professors’ reflections on their teaching: can they promote engagement in instructional change?

物理学和天文学助理教授的特征——对其教学的反思：他们能否促进教学变革的参与？

• DOI: 10.1186/s43031-024-00105-9
• 发表时间: 2024
• 期刊: Disciplinary and Interdisciplinary Science Education Research
• 作者: Machost, Haleigh;Kable, Emily A.;Mitchell-Jones, Jherian K.;Yik, Brandon J.;Stains, Marilyne
• 通讯作者: Stains, Marilyne

Embracing interactive teaching methods

拥抱互动式教学方法

• DOI: 10.1063/pt.bsuj.pghf
• 发表时间: 2024
• 期刊: Physics Today
• 影响因子: 3.5
• 作者: Chasteen, Stephanie;Prather, Edward;Scherr, Rachel
• 通讯作者: Scherr, Rachel