Developing Change Leaders in Advanced Teaching and Learning in Higher Education: A Change Leadership Development Program

该项目旨在为国家利益服务，为未来的教师做好准备，引领变革努力，持续改善本科STEM教学和学习。研究，教学和学习（CIRTL）变革领导力发展计划（CLDP）的整合中心将通过培养研究生和博士后学者（GS/PS）成为未来的变革领导者来加强本科STEM教育，以推进包容性循证教学（EBT）。CIRTL是国家科学基金会高等教育学习和教学中心，旨在提高每个学院和大学所有学生的科学，技术，工程和数学（STEM）学习，从而增加STEM领域的多样性，提高国家的STEM素养。为了实现这一目标，CIRTL通过在线研讨会，课程和教学机构进行培训，使GS/PS准备使用包容性EBT方法作为发展国家STEM教师的手段，致力于为不同的学生实施和推进有效的教学实践。虽然CIRTL毕业生进入职业生涯做好了充分准备，以支持不同的学生在自己的班级和实验室学习，他们通常没有机会学习变革领导力;通过导航复杂的组织系统，模型领导特征来激励他人的行动，并有效地引导变革过程的能力来定义。GS/PS将通过使用战略，以促进包容性的EBT成为变革的领导者，因为他们承担教学和研究的责任。通过参与CLDP，学员将更好地准备从正式和非正式的领导角色影响他们的同事，部门和机构。通过他们在自己的实践中树立的榜样，以及他们对如何参与机构决策、文化变革和政策制定的知情知识，他们将准备好领导实现持久变革的努力。通过与CIRTL网络中的42所研究生大学合作，CLDP的学员将推动教育更具包容性和循证性，最终提高学生在STEM领域的参与度，学习和保留率，并减少全国不同学生群体的公平差距。CLDP支持GS/PS实现三个主要目标：1）确定为变革领导者，2）检查高等教育机构作为复杂的机构，以及分析领导方法和变革理论和3）发展战略，技能和能力适合作为变革领导者，同时担任早期职业教师的职位。CDLP是一个两层计划，提供不断提高的参与水平。通过参加为期10周的在线课程，Tier I为参与者提供知识和技能，以激励和影响他人并分析其机构的结构。第二层通过参加在线领导力学院，然后在他们的家乡机构进行应用领导力项目或经验，进一步发展他们的领导力。该计划在虚拟领导峰会中达到高潮，参与者将展示他们的项目，并与他们的导师，同行以及CIRTL网络和国家合作伙伴分享他们的经验。通过CIRTL跨网络编程提供的专业主题的额外培训允许参与者在有时间和兴趣的情况下进一步发展他们的领导力。CLDP的规划和试点工作将在为期两年的时间轴内进行。该项目将（1）制定需求评估，以告知我们每个领域的学习成果，（2）为两个层次的参与制定内容和形成性评估，（3）试点每个层次的所有元素，（4）制定和实施该计划的研究和评估计划。从多个角度收集有关领导力期望的数据，包括学生，教师和管理人员，将为该计划的发展提供信息和指导，并确保其长期可持续性。 随着我们对有效的领导力发展计划的理解的扩大，其结果将有助于变革领导者的知识和质量。未来变革领导者的有效发展将成为高等教育组织变革的关键杠杆。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.

This project aims to serve the national interest by preparing future faculty to lead change efforts toward sustained improvement in undergraduate STEM teaching and learning. The Center for the Integration of Research, Teaching and Learning (CIRTL) Change Leadership Development Program (CLDP) will strengthen undergraduate STEM education by preparing graduate students and postdoctoral scholars (GS/PS) to be future change leaders in advancing inclusive evidence-based teaching (EBT). CIRTL, a National Science Foundation Center for Learning and Teaching in higher education, aims to improve Science, Technology, Engineering and Mathematics (STEM) learning of all students at every college and university, thereby increasing diversity in STEM fields and improving the STEM literacy of the nation. To meet this goal, CIRTL’s training through online workshops, courses, and teaching institutes, prepares GS/PS to use inclusive EBT approaches as a means for developing a national STEM faculty committed to implementing and advancing effective teaching practices for diverse students. While CIRTL graduates enter careers well prepared to support the learning of diverse students within their own classes and labs, they typically do not have opportunities to learn about change leadership; defined by the ability to navigate complex organizational systems, model leadership characteristics to inspire action in others, and effectively guide the change process. GS/PS will become change leaders by using strategies to advance inclusive EBT, as they assume their teaching and research responsibilities. Through participation in CLDP, trainees will be better prepared to influence their colleagues, departments, and institutions from both formal and informal leadership roles. Through both the examples they set in their own practice and their informed knowledge of how to engage in institutional decision making, culture change, and policy development, they will be prepared to lead the effort toward lasting change. In collaboration with 42 graduate universities in the CIRTL network, the trainees of CLDP will advance education to be more inclusive and evidence-based, ultimately increasing student engagement, learning and retention in STEM fields and reducing the equity gaps across the nation’s diverse student population. The CLDP supports GS/PS in achieving three primary goals: 1) Identifying as a Change Leader, 2) Examining higher education institutions as complex institutions, as well as analyzing leadership approaches and change theories and 3) Developing strategies, skills, and abilities appropriate for serving as a change leader while holding a position as an early-career faculty member. The CDLP is a two-tiered program that provides an ever-increasing level of engagement. Through participation in a 10-week online course, Tier I equips participants with the knowledge and skills to inspire and influence others and analyze their institution’s structure. Tier II furthers their leadership development through participation in an online Leadership Institute followed by an applied leadership project or experience at their home institution. The program culminates in a virtual Leadership Summit where participants present their projects and share their experience with their mentors, peers, and the CIRTL network and national partners. Additional training on specialty topics offered through CIRTL cross-network programming allows participants to further their leadership development as they have time and interest. The planning and piloting of the CLDP will be carried out over a two-year timeline. The project will (1) develop a needs assessment to inform our learning outcomes for each domain, (2) develop content and formative assessment for the two tiers of engagement, (3) pilot all elements of each tier and (4) develop and implement a research and evaluation plan for the program. Collecting data about leadership expectations from multiple perspectives, including students, faculty, and administrators, will inform and guide the program's development and ensure its long-term sustainability. As our understanding of what makes an effective leadership development program expands, the results will contribute to the knowledge and quality of change leaders. This effective development of future change leaders will become a critical lever for bringing about organizational change in higher 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.