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

跨机构教师学习以改善 STEM 教育的关键转变

• 批准号: 2318415
• 负责人: Andrew Lawson
• 金额: $ 40万
• 依托单位: University Corporation at Monterey Bay
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-10-01 至 2026-09-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2318415&HistoricalAwards=false
• 关键词: Cross; Institutional; Faculty; Learning; Improve

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.

在改善本科STEM教育的支持下：西班牙裔服务机构（HSI计划），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。这一试点将在社区学院和地区公立大学之间形成一种共享学习模式。前所未有的大量数据的可访问性需要理解这些数据，将其转化为内部和跨源的信息。当前和未来的STEM劳动力将受益于使用策略解决问题并在各种背景和内容领域理解文本的学生。从阅读学徒的战略将集中注意力在学习的四个方面-社会，个人，认知和知识建设-以培养持久性和提高科学素养。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。基于两年制和四年制HSI机构科学、技术、工程和数学（STEM）教师阅读学徒制框架的双校园专业学习模式将加速STEM本科教育质量和有效性的提高。在任何内容领域，都有特定于学科的任务和文本，需要专门的阅读、思考和向他人传达信息的方式。这个试点和规划提案将使教师不仅在一个部门内的课程，系列和课程途径内，而且在整个机构内改变学生的保留和发展。当跨区域西班牙裔服务机构（HSIs）应用，阅读学徒框架预计将增加个别教师的教学能力，加强跨部门和部门内的调整，并导致共享的循证教学实践的元认知策略。该项目采用混合方法，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，将：1）测试并不断改进跨机构教师学习的模型; 2）检查专业学习和学习社区之间的联系，重点是关键过渡STEM课程中的循证教学法; 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STEM参与，并建立HSI机构转型的能力。该奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。