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

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、选择有用的文本和分配有意义的任务来提高学生的成功。这一试点将在社区学院和地区公立大学之间形成一种共享学习模式。要访问前所未有的大量数据，就必须理解这些数据，将其转化为数据源内部和跨数据源的信息。当前和未来的STEM劳动力将受益于使用策略解决问题并理解各种上下文和内容领域中的文本的学生。《阅读学徒》的策略将把注意力集中在学习的四个方面——社会、个人、认知和知识建设——以培养毅力和提高科学素养。该项目将探索教师可以轻松实施的学习策略，以支持学生的成功。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，都有特定学科的任务和文本，需要专门的阅读、思考和向他人传达信息的方式。这一试点和规划提案将使教师不仅能够在一个部门内的课程、系列和课程途径内，而且能够在整个机构内改变学生的保留和进步。当在区域西班牙裔服务机构（hsi）中应用时，阅读学徒框架有望提高教师个人的教学能力，加强部门间和部门内的一致性，并导致共享元认知策略的循证教学实践。采用混合方法，包括分析学生学习的直接证据和调查和焦点小组的间接证据，该项目将：1)测试并不断改进跨机构教师学习模式；2)研究STEM关键过渡课程中专业学习与以循证教学法为重点的学习社区之间的联系；3)评估专业学习对教师的影响。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。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 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.