Changing Department Culture to Achieve Inclusive Excellence in 2-year STEM Education

改变部门文化，实现两年 STEM 教育的包容性卓越

• 批准号: 2228211
• 负责人: Maggie Prater
• 金额: $ 131.44万
• 依托单位: Front Range Community College
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-01-01 至 2027-12-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2228211&HistoricalAwards=false
• 关键词: Changing; Department; Culture; Achieve; Inclusive

This project aims to serve the national interest by developing a model to transform science department culture at a two-year college to reflect values of inclusion and to embrace the expectation that all students are capable of succeeding. This project investigates the effectiveness of a department-wide faculty professional development program to improve student learning and the student experience. Inclusive transformation is a community effort: fostering robust faculty collaboration ensures better utilization of inclusive teaching practices and more intentional and supportive classroom cultures, resulting in fundamental changes in the way students learn science. During the training program, faculty will be supported as they redesign their teaching to incorporate proven inclusive learning practices with a focus on equity. Collaborative, systematic improvement in science education creates educational spaces that welcome students into the scientific community. These changes have the potential to improve student confidence, support diverse backgrounds and perspectives, and encourage students to pursue science careers. This project plans to study the effectiveness of engaging faculty department-wide for sustainable improvement of science education at an emerging two-year Hispanic-Serving Institution. Significantly, two-year colleges support diverse student populations, and up to half of eventual STEM college graduates take classes at a two-year college. Therefore, incorporating inclusive teaching strategies into foundational courses is essential to building a diverse STEM workforce.This project intends to support systemic culture change in the interdisciplinary science department of Front Range Community College, with a scope of 11 science disciplines and approximately 50 full- and part-time faculty. The goals of this project are to improve student learning and success in science courses, decrease opportunity gaps among Persons Excluded because of their Ethnicity or Race (PEERs), and increase student retention and persistence in STEM. Department transformation will occur through collaborative professional development programs at three levels: (1) training faculty through a 2-year program focused on active learning and inclusive pedagogy, (2) departmental retreats and reflective practice groups to define and discuss common equity goals, and (3) welcoming and mentoring new faculty. This project plans to study the effectiveness of this culture change using classroom observation tools, disaggregated student success metrics, and measures of faculty engagement and student science identity. This framework can be used to support innovation and research-based inclusive practices and to inform institutional transformation efforts in other science departments. The findings from this project will contribute to understanding the efficacy of pedagogical practices in two-year colleges. The NSF program description on Advancing Innovation and Impact in Undergraduate STEM Education at Two-year Institutions of Higher Education supports projects that advance STEM education initiatives at two-year colleges. The program description promotes innovative and evidence-based practices in undergraduate STEM education at two-year colleges.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.

该项目旨在通过开发一种模式来改变两年制大学的科学系文化，以反映包容性的价值观，并接受所有学生都有能力成功的期望，从而为国家利益服务。本研究旨在探讨全系教师专业发展计划的有效性，以改善学生的学习和学生的经验。包容性转型是一个社区的努力：培养强大的教师合作，确保更好地利用包容性的教学实践和更多的故意和支持性的课堂文化，导致学生学习科学的方式发生根本性的变化。 在培训计划期间，教师将得到支持，因为他们重新设计他们的教学，以纳入经过验证的包容性学习实践，重点是公平。科学教育的协作性、系统性改进创造了欢迎学生进入科学界的教育空间。这些变化有可能提高学生的信心，支持不同的背景和观点，并鼓励学生追求科学事业。该项目计划研究在一个新兴的为期两年的西班牙裔服务机构从事教师部门范围内的科学教育的可持续发展的有效性。值得注意的是，两年制大学支持多样化的学生群体，多达一半的最终STEM大学毕业生在两年制大学上课。 因此，在基础课程中融入全纳性的教学策略，对于建设多元化的STEM人才队伍至关重要。本项目旨在支持Front Range社区学院跨学科科学系的系统性文化变革，该学院拥有11个科学学科，约50名全职和兼职教师。 该项目的目标是提高学生的学习和科学课程的成功，减少因种族或种族（PEER）而被排除在外的人之间的机会差距，并提高学生在STEM中的保留率和持久性。部门转型将通过三个层次的合作专业发展计划发生：（1）通过为期2年的计划培训教师专注于主动学习和包容性教学法，（2）部门务虚会和反思实践小组，以定义和讨论共同的公平目标，以及（3）欢迎和指导新的教师。该项目计划研究这种文化变革的有效性，使用课堂观察工具，分解学生的成功指标，教师的参与和学生的科学身份的措施。 该框架可用于支持创新和基于研究的包容性实践，并为其他科学部门的机构转型工作提供信息。本研究的结果将有助于了解两年制大学教学实践的有效性。NSF关于在两年制高等教育机构中推进本科STEM教育的创新和影响的项目描述支持在两年制大学中推进STEM教育计划的项目。该项目旨在促进两年制大学本科STEM教育的创新和循证实践。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。