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

该项目旨在通过培养未来的教师来领导变革努力，以实现本科生 STEM 教学和学习的持续改进，从而服务于国家利益。研究、教学与学习一体化中心 (CIRTL) 变革领导力发展计划 (CLDP) 将通过培养研究生和博士后学者 (GS/PS) 成为未来变革领导者，推动包容性循证教学 (EBT) 来加强本科生 STEM 教育。 CIRTL 是美国国家科学基金会高等教育学习与教学中心，旨在提高每所学院和大学所有学生的科学、技术、工程和数学 (STEM) 学习水平，从而增加 STEM 领域的多样性并提高国民的 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，帮助 GS/PS 做好准备，使用包容性 EBT 方法作为培养国家 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 毕业生在进入职业生涯时已经做好了支持自己班级和实验室内不同学生学习的准备，但他们通常没有机会学习变革领导力；定义为驾驭复杂的组织系统、塑造领导特征以激发他人行动以及有效指导变革过程的能力。 GS/PS 在承担教学和研究职责时，将通过使用推进包容性 EBT 的策略，成为变革领导者。通过参加 CLDP，学员将能够更好地准备从正式和非正式的领导角色中影响他们的同事、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制度决策、文化变革和政策制定的丰富知识，他们将准备好领导实现持久变革的努力。 CLDP 的学员将与 CIRTL 网络中的 42 所研究生大学合作，推动教育更具包容性和基于证据，最终提高学生在 STEM 领域的参与度、学习和保留率，并缩小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) 确定变革领导者的身份，2) 将高等教育机构视为复杂的机构，并分析领导方法和变革理论，以及 3) 制定适合担任变革领导者的策略、技能和能力，同时担任早期职业教员。 CDLP 是一个两层计划，提供不断提高的参与度。通过参加为期 10 周的在线课程，第一级课程为参与者提供了激励和影响他人以及分析其机构结构的知识和技能。第二级通过参加在线领导力学院，然后在其所在机构进行应用领导力项目或经验，进一步促进他们的领导力发展。该计划以虚拟领导力峰会结束，参与者将展示他们的项目，并与他们的导师、同行、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使参与者能够在有时间和兴趣的情况下进一步发展他们的领导力。 CLDP的规划和试点将在两年内进行。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) 为两层参与制定内容和形成性评估，(3) 试点每一层的所有要素，(4) 制定和实施该项目的研究和评估计划。从学生、教师和管理人员等多个角度收集有关领导期望的数据，将为项目的发展提供信息和指导，并确保其长期可持续性。 随着我们对有效领导力发展计划的理解不断加深，其结果将有助于提高变革领导者的知识和素质。未来变革领导者的有效培养将成为实现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轨道，该计划支持高等教育机构和学科界的 STEM 教育转型和改进工作。该奖项反映了 NSF 的法定使命，并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，被认为值得支持。

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.