Cross-Institutional Faculty Learning to Improve Critical Transitions in STEM Education

在改进的本科生STEM教育：拉美裔服务机构(HSI计划)的支持下，该项目旨在通过帮助大学STEM教师检查文本在学习中的作用，选择有用的文本，并分配有意义的任务来提高学生的成功。这一试点将导致社区学院和地区性公立大学之间的共享学习模式。史无前例的海量数据的可访问性要求理解这些数据，以便将其转化为来源内部和来源之间的信息。当前和未来的STEM劳动力将受益于那些在各种背景和内容领域使用策略来解决问题和理解文本的学生。阅读学徒战略将关注学习的四个维度--社会、个人、认知和知识构建--以培养坚持不懈和提高科学素养。该项目将探索教师可以轻松实施的学习策略，以支持学生取得成功。通过围绕共同的学习目标建立社区，该项目将支持教师和学生的学习。基于两年制和四年制HSI院校的科学、技术、工程和数学(STEM)教师阅读学徒框架的双校园专业学习模式将加速提高STEM本科教育的质量和效率。在任何内容领域，都有特定于学科的任务和文本，它们需要专门的阅读、思考和向他人传达信息的方式。这项试点和规划建议将使教师不仅在一个系内的课程、系列和课程途径内，而且在不同机构之间，改变学生的留存和进步。当阅读学徒框架应用于地区拉美裔服务机构(HSI)时，预计将提高教师个人的教学能力，加强部门间和部门内的协调，并导致共享基于证据的教学实践，以促进元认知策略。使用混合方法，包括分析学生学习的直接证据和来自调查和焦点小组的间接证据，该项目将：1)测试并持续改进跨机构教师学习的模式；2)在关键的过渡STEM课程中检查专业学习与以循证教学法为重点的学习社区之间的联系；以及3)评估专业学习对教师的影响。HSI计划旨在加强本科生STEM教育，扩大对STEM的参与，并建设HSIS的制度转型能力。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势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 improve student success by helping college STEM instructors examine the role of text in learning, select useful texts, and assign meaningful tasks. This pilot will result in a shared learning model between a community college and a regional public university. The accessibility of unprecedented amounts of data necessitates making sense of that data to turn it into information within and across sources. The current and future STEM workforce will benefit from students who use strategies to solve problems and make sense of texts in a variety of contexts and content areas. Strategies from Reading Apprenticeship will focus attention on four dimensions of learning--social, personal, cognitive, and knowledge building--to foster persistence and improve scientific literacy. The project will explore learning strategies faculty can easily implement to support student success. Through building community around shared learning goals, the project will support faculty and student learning.A dual campus professional learning model based on the Reading Apprenticeship framework for Science, Technology, Engineering, and Mathematics (STEM) faculty at two- and four-year HSI institutions will accelerate improvements in the quality and effectiveness of STEM undergraduate education. In any content area, there are discipline-specific tasks and texts that require specialized ways of reading, thinking, and conveying information to others. This pilot and planning proposal will equip faculty to transform student retention and progression not only within the course, series, and curricular pathways within a department, but also across institutions. When applied across regional Hispanic Serving Institutions (HSIs), the Reading Apprenticeship Framework is expected to increase individual faculty teaching competencies, strengthen inter- and intra-department alignment, and result in shared evidence-based teaching practices for metacognitive strategies. Using mixed methods including analysis of direct evidence of student learning and indirect evidence from surveys and focus groups, the project will: 1) test, and continuously improve a model of cross-institutional faculty learning; 2) examine the link between professional learning and a learning community focused on evidence-based pedagogy in critical transition STEM courses; and 3) evaluate the impact of professional learning on faculty. The HSI Program aims to enhance undergraduate STEM education, broaden participation in STEM, and build capacity for institutional transformation 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.