Promoting Inclusive Teaching through the Scholarship of Teaching and Learning: A Faculty Learning Community Model

在改善本科STEM教育：西班牙裔服务机构（HSI计划）的支持下，该项目旨在通过建立一个专注于系统探究学生学习的教师学习社区，支持科学、技术、工程和数学（STEM）教师采用包容性教学实践。学习社区的工作重点将放在以满足学生需求为中心的包容性教学实践和理念上，同时考虑到学生的复杂经历；这些实践将使学生跨越他们的差异，参与到学习活动中来。教师采用包容性教学实践是实现学生学业成功的关键，该项目将通过确定实现这一愿景所需的必要支持，解决教师在实施包容性教学实践时面临的挑战。教师学习社区成员将在课堂上收集数据，调查学生的背景和课堂环境如何影响与包容性和服务性相关的循证教育实践的实施。这一过程将导致教师将教育研究成果转化为教学实践，既提高了当地的成果，又广泛传播给其他STEM教师。围绕以学生学习为重点的探究过程建立的教师学习社区将使教师能够探索、采用和使用证据来改进教学实践。该项目将通过教师对包容性教学的研究项目以及研究团队的工作贡献新的发现和知识，研究团队将研究如何将对学生学习的系统调查作为支持教师向包容性教学转变的机制。佛罗里达国际大学（FIU）项目的具体目标是建立一个为期三年的教师学习社区，在这个社区中，教师将学习有关包容性和服务性的教育理论，以及教学与学习（SoTL）技能，以调查他们对这些实践的应用。通过访谈、观察和对学习社区文件的分析，研究小组将调查与SoTL相关的问题，并将其作为建立教师层面对教学活动支持的机制。本研究将深入了解实施教师学习社区的方式，使HSI管理人员能够为其机构愿景建立当地支持。本计划亦将探讨学术探究与学科教育研究（DBER）在国际金融大学的互补作用，并进一步确定学科研究与学科教育研究对彼此、课堂、系系及大学的贡献。该项目的教师SoTL调查可能会改善学生的课堂体验，并显著改变教师的教学实践，从而改善未来学生的课堂体验。此外，该项目将为其他教师进行SoTL调查和与DBER教师建立关系创造结构和资源。HSI项目旨在加强本科STEM教育，扩大STEM参与，并建立HSI机构转型的能力。考虑到hsi的多样化性质和背景，实现这些目标需要创新的方法来激励机构和社区转型，并促进基础研究(1)关于参与式学生学习，(2)关于如何有效地多样化和增加STEM参与，以及(3)提高对如何提高hsi机构能力的理解。该奖项反映了美国国家科学基金会的法定使命，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。

With support from the Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI Program), this project aims to support the adoption of inclusive teaching practices by Science, Technology, Engineering, and Mathematics (STEM) faculty through establishing a faculty learning community focused on systematic inquiry into student learning. The focus of the learning community’s efforts will be on inclusive teaching practices and concepts centered on serving student needs while taking into account students’ complex experiences; these practices will engage students, across their differences, in learning activities. Faculty adoption of inclusive teaching practices is key to realizing students’ academic success, and this project will address challenges faculty face in implementation of inclusive teaching practices by determining the necessary support they need to achieve this vision. Faculty learning community members will collect data in their classrooms to investigate how their students' backgrounds and classroom context influences the implementation of evidence-based educational practices relating to inclusiveness and servingness. This process will result in faculty translating education research results into teaching practice, both to improve local outcomes and to disseminate broadly to other STEM faculty. A faculty learning community built around the process of inquiry focused on student learning will empower faculty to explore, adopt, and use evidence to refine teaching practices. This project will contribute novel findings and knowledge through the faculty's research projects on inclusive teaching, as well as through the work of the research team who will investigate how this systematic inquiry into student learning can be a mechanism for supporting faculty change towards inclusive teaching.The specific aims of the project at Florida International University (FIU) are to develop a three-year faculty learning community in which faculty will learn educational theory regarding inclusiveness and servingness and Scholarship of Teaching and Learning (SoTL) skills to investigate their application of these practices. Through interviews, observations, and analysis of learning community documents, the research team will investigate questions related to SoTL as a mechanism for building faculty-level support for teaching initiatives. This research will provide insight into ways in which implementing a faculty learning community could enable HSI administrators to build local support for their institutional vision. The project will also explore the articulation of the complementary roles of scholarly inquiry and discipline-based education research (DBER) at FIU, and additionally determine the contributions SoTL and DBER make to each other, in the classroom, to a department, and to the university. The project’s faculty SoTL investigations will likely result in improved classroom experiences for students and significant change in faculty teaching practices that could improve the classroom experiences of their future students. In addition, the project will create structures and resources for other faculty to conduct SoTL investigations and to build relationships with DBER faculty. The HSI Program aims to enhance undergraduate STEM education, broaden participation in STEM, and build capacity for institutional transformation at HSIs. Achieving these aims, given the diverse nature and context of the HSIs, requires innovative approaches that incentivize institutional and community transformation and promote fundamental research (i) on engaged student learning, (ii) about what it takes to diversify and increase participation in STEM effectively, and (iii) that improves understanding of how to increase institutional capacity at HSIs.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.