UPLIFT: UCLA Postdocs' Longitudinal Investment in Faculty Training

UPLIFT：加州大学洛杉矶分校博士后对教师培训的纵向投资

• 批准号: 8932232
• 负责人: MICHAEL F CAREY
• 金额: $ 31.46万
• 依托单位: UNIVERSITY OF CALIFORNIA LOS ANGELES
• 依托单位国家: 美国
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-09-01 至 2021-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8932232
• 关键词: Active Learning; Area; Biochemistry; Biological Sciences; Biology; California; Data; Development; Education; Educational process of instructing; Educational workshop; Evaluation; Faculty; Feedback; Future Teacher; Generations; Goals; Graduation Rates; Individual; Institution; Investments; Leadership; Learning; Learning Module; Los Angeles; Measures; Mentors; Monitor; Postdoctoral Fellow; Preparation; Protocols documentation; Records; Recruitment Activity; Research; Research Activity; Research Institute; Research Training; Science, Technology, Engineering and Mathematics; Scientist; Teacher Professional Development; Technology; Testing; Time; Training; Training Programs; Underrepresented Minority; United States National Academy of Sciences; Universities; base; education research; experience; faculty mentor; improved; innovation; instructor; lectures; member; new technology; pedagogy; programs; retention rate; teacher community; teacher scholarship

 DESCRIPTION (provided by applicant): We will establish a training program for postdoctoral fellows called "UCLA Postdocs' Longitudinal Investment in Faculty Training" or UPLIFT. This program involves training in innovative active learning pedagogy from UCLA's "Preparing Future Faculty" (PFF) course and the "Center for Education Innovation in the Life Sciences" (CEILS). This will be followed by a mentored teaching experience at our partner institution, California State University, Los Angeles (CSULA). CSULA comprises ~70% underrepresented minorities (URMs) in Science Technology, Engineering and Math (STEM). It has low 6-year graduation rates in the Biochemistry and Biology majors. Individual instructors using traditional lecture format currently teach the Introductory Biology and Introduction to Biochemistry courses. Our scholars will team teach these courses with their CSULA mentors and convert them to an active learning format that incorporates numerous flipped lectures in the scholars' and mentors' areas of expertise. UCLA's Higher Education Research Institute (HERI) will formatively evaluate the program using state-of-the-art assessment approaches. The evaluation data will be used to evolve the courses annually with each new round of scholars building upon and improving class activities from the previous round. Our goal is to reach a steady state of 18 scholars to accelerate transition of CSULA courses to active learning. We will test the hypothesis that by incorporating active learning technology, shown in numerous studies to enhance retention of URMs, we will augment CSULA's retention rate and time-to-degree for Biology and Biochemistry majors. UCLA's research training faculty includes 66 outstanding scientists -- 9 are members of the National Academy of Sciences -- chosen for their records of leadership, scholarship, teaching and mentoring. The training faculty cover a wide breadth of research topics employing the newest technologies. All training faculty participate in intramural, disciplin-specific research activities that allow scholars numerous opportunities to present their research and receive feedback from multiple faculty. Recent PhDs with outstanding research credentials and a commitment to teaching will be actively recruited. Stipend support in year 1 derives from the research mentors, while support in years 2-4 will be IRACDA. In year 1, the trainees will perform research and participate in the PFF course and the CEILS workshops at UCLA. In the following years, trainees will continue research, learn the flipped lecture format in UCLA's Life Sciences Core, and teach an increasing number of CSULA class sessions from years 2 to 3. Course preparation will involve mentoring by faculty at the partner institution while the trainees develop active learning modules. The teaching will be closely monitored by the mentors, program directors and HERI using "Classroom Observation Protocols for Undergraduate STEM," which specifically measures active learning. In year 4, the focus will be largely in research. The broad-based administrative support for UPLIFT assures a commitment at UCLA and CSULA to the development of a new generation of highly effective faculty trained in active learning and URM retention.

 描述(由申请者提供)：我们将为博士后研究员建立一个名为“加州大学洛杉矶分校博士后教师培训纵向投资”或Uplit的培训计划。该项目包括加州大学洛杉矶分校“未来教师准备”(PFF)课程和“生命科学教育创新中心”(CEILS)的创新主动学习教学法培训。随后将在我们的合作机构加州州立大学洛杉矶分校(CSULA)进行指导教学。CSULA约70%由科学、技术、工程和数学(STEM)中代表性不足的少数民族(URM)组成。生物化学和生物专业的六年毕业率很低。采用传统授课形式的个人讲师目前讲授生物学入门和生物化学入门课程。我们的学者将与他们的CSULA导师合作教授这些课程，并将它们转变为一种积极的学习形式，其中包括学者和导师的专业领域中的大量翻转讲座。加州大学洛杉矶分校高等教育研究所(HERI)将使用最先进的评估方法对该项目进行形成性评估。评估数据将被用来每年发展课程，每一轮新的学者都在前一轮课堂活动的基础上进行改进。我们的目标是达到18名学者的稳定状态，以加速CSULA课程向主动学习的过渡。我们将测试这一假设，即通过整合主动学习技术来增强URM的保持能力，我们将提高生物和生化专业学生的CSULA留存率和时间比。加州大学洛杉矶分校的研究培训人员包括66名杰出的科学家--其中9人是国家科学院的成员--他们的领导能力、学术成就、教学和指导记录被选中。培训人员采用最新技术，涵盖了广泛的研究课题。所有培训教师都会参与内部的、针对学科的研究活动，这让学者们有很多机会展示他们的研究成果，并从多个教员那里获得反馈。将积极招聘具有杰出研究资历并致力于教学的新近博士。第一年的津贴支持来自研究导师，而第二到第四年的支持将由IRACDA提供。在第一年，学员将进行研究，并参加加州大学洛杉矶分校的PFF课程和CEILS研讨会。在接下来的几年里，学员将继续研究，学习加州大学洛杉矶分校生命科学核心课程的翻转授课形式，并从2年级到3年级教授越来越多的CSULA课程。课程准备将包括由合作机构的教师指导，同时学员开发积极的学习模块。教学将由导师、项目总监和HERI使用“本科生STEM课堂观察协议”进行密切监控，该协议专门衡量主动学习。在第四年，重点将主要放在研究上。对Uplit的广泛行政支持确保了加州大学洛杉矶分校和加州大学洛杉矶分校致力于培养新一代受过积极学习和URM保留培训的高效教员。