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

深度教学实习:设计和实施包容性本科 STEM 教学实践的教师发展计划

基本信息

  • 批准号:
    2200610
  • 负责人:
  • 金额:
    $ 29.99万
  • 依托单位:
  • 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:
    2022-09-01 至 2024-11-30
  • 项目状态:
    已结题

项目摘要

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.
该项目旨在服务于优秀本科STEM教育的国家利益。它将通过让本科生STEM教师在STEM教室中培养包容性气候来实现这一目标。具体而言,该项目旨在解决对STEM教学更注重关系的方法的需求。 这种方法可以提高学生的学习成绩和归属感,特别是对于历史上被剥夺公民权的学生。为了支持这些变化,该项目将聘请两批24名本科生STEM讲师进行为期一年的实习。 这些STEM讲师将从全国各地和不同机构类型中选出。居住将基于由主要研究者开发的深度教学概念模型。深度教学强调自我意识,移情和反思性教学。居住模式也将适用的理念,开发包容性的课程是困难的,持续的,只有在一个支持性的社区的背景下做成功。驻留将开始与预备阅读和反思,然后在夏季沉浸式为期五天的研讨会。在研讨会上,STEM讲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背景项目,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中,该项目将继续通过虚拟的深度教学指导网络为教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,有意识的工作,以将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非营利教育者社区; 2)有意义地转变教师参与者的心态,朝着基于公平的方向发展; 3)协助教师参与者扩大知识和必要的技能有关的包容性教学实践;和4)支持参与者在设计,实施和评估一个包容性的教学项目在自己的教室和他们的研究结果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的方法,以调查教师的心态从多样性迁移到赤字,以公平的方式。本研究将采用从反思性期刊和课程工件中收集的数据进行定性分析。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

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Bryan Dewsbury其他文献

The Impacts of an Academic Intervention Based in Metacognition on Academic Performance
基于元认知的学业干预对学业成绩的影响
  • DOI:
  • 发表时间:
    2024
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Holly J. Swanson;Adelola Ojutiku;Bryan Dewsbury
  • 通讯作者:
    Bryan Dewsbury
Strengthening inclusive teaching with a MOOC: Adult education and STEM as professional development partners
通过 MOOC 加强包容性教学:成人教育和 STEM 作为专业发展的合作伙伴

Bryan Dewsbury的其他文献

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{{ truncateString('Bryan Dewsbury', 18)}}的其他基金

Collaborative Research: IMPLEMENTATION: Broadening participation of marginalized individuals to transform SABER and biology education
合作研究:实施:扩大边缘化个人的参与,以改变 SABER 和生物教育
  • 批准号:
    2334955
  • 财政年份:
    2024
  • 资助金额:
    $ 29.99万
  • 项目类别:
    Standard Grant
Deep Teaching Residency: A Faculty Development Program for Design and Implementation of Inclusive Undergraduate STEM Teaching Practices
深度教学实习:设计和实施包容性本科 STEM 教学实践的教师发展计划
  • 批准号:
    2021494
  • 财政年份:
    2020
  • 资助金额:
    $ 29.99万
  • 项目类别:
    Standard Grant

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