Research-based Professional Development for Science Faculty and Its Impact on Student Learning

理学院教师的研究型专业发展及其对学生学习的影响

• 批准号: 2142295
• 负责人: Peter Cormas
• 金额: $ 122.89万
• 依托单位: PENNSYLVANIA WESTERN UNIVERSITY
• 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: 2022-08-01 至 2025-07-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2142295&HistoricalAwards=false
• 关键词: Research; based; Professional; Development; Science

This project aims to serve the national interest by understanding how the implementation of a professional development framework designed to improve instructional practice impacts student learning. This study, conducted at a public, broad-access, university has been designed to apply lessons learned from professional development research at both the K-12 level and at the college level. This project is specifically designed to better understand how extensive professional development for STEM faculty across several majors can transform teaching practices and impact student learning in STEM. The framework will be used at California University of Pennsylvania to (a) implement a type of professional development known as learning communities, (b) determine how the characteristics and features of professional development relate to student learning and practices of science faculty, and (c) contribute to evidence on best practices for extending the framework to other STEM departments and higher education institutions. The project’s scope includes two goals. The first goal is to implement and evaluate professional development at a primarily undergraduate institution which is minimally selective (95% acceptance rate), has a low four-year graduation rate (33.6%), and a high percentage of low socioeconomic (42%) and students from minoritized groups (21%). The second goal is to increase students’ content knowledge and scientific literacy in undergraduate science courses with a professional development framework that has been empirically linked to student learning in K-12 settings. The research questions which will help determine whether this goal and its objectives were met are: (a) What is the impact of framework-informed learning communities on instructors’ knowledge, skills, attitudes, and beliefs? (b) What is the impact of participating in framework-informed learning communities on instructors’ use of active learning instructional practices? and (c) What is the impact of participating in framework-informed learning communities for instructors on their students’ scientific literacy and content knowledge? Results from the study will be disseminated through professional STEM societies’ education divisions and through publication of manuscripts documenting both implementation and outcomes of the approach. Participating instructors will be encouraged to write a narrative describing their use of new instructional practices and collected student learning data, and to submit their work to their professional organizations’ annual meetings, and discipline-specific science education journals. Materials created will be made available publicly through the institution’s website. 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.

该项目旨在通过了解旨在改进教学实践的专业发展框架的实施如何影响学生的学习，从而服务于国家利益。这项研究是在一所公立大学进行的，旨在将从K-12水平和大学水平的专业发展研究中吸取的经验教训应用于此。该项目旨在更好地了解STEM教师在多个专业的广泛专业发展如何改变STEM的教学实践并影响学生的学习。该框架将在宾夕法尼亚加利福尼亚大学使用，以(A)实施一种称为学习社区的专业发展，(B)确定专业发展的特点和特点如何与学生学习和理科教师的实践相联系，以及(C)为将该框架推广到其他STEM系和高等教育机构的最佳做法提供证据。该项目的范围包括两个目标。第一个目标是在一个以本科为主的机构实施和评估专业发展，该机构具有最低限度的选择性(95%的录取率)，四年毕业率低(33.6%)，以及高比例的低社会经济类学生(42%)和来自小规模群体的学生(21%)。第二个目标是通过专业发展框架增加学生在本科科学课程中的内容知识和科学素养，该框架已被经验地与K-12设置中的学生学习联系在一起。将有助于确定这一目标及其目标是否达到的研究问题是：(A)框架知情学习社区对教师的知识、技能、态度和信念有什么影响？(B)参加框架学习社区对教师使用积极的学习教学实践有何影响？以及(C)教师参加框架知情学习社区对学生的科学素养和教学知识有何影响？这项研究的结果将通过专业的STEM协会的教育部门和出版记录该方法的实施和结果的手稿来传播。将鼓励参与的讲师写一篇叙述，描述他们对新的教学实践和收集的学生学习数据的使用，并将他们的工作提交给他们的专业组织的年度会议和特定学科的科学教育期刊。制作的材料将通过该机构的网站公开提供。NSF IUSE：EHR计划支持研究和开发项目，以提高所有学生的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转变和改进STEM教育的努力。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。