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: 10005359
• 负责人: MICHAEL F CAREY
• 金额: $ 65.67万
• 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/10005359
• 关键词: Active Learning; Area; Biochemistry; Biological Sciences; Biology; California; Data; Development; Doctor of Philosophy; 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; Scholarship; 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; experience; faculty mentor; higher education; improved; innovation; instructor; lectures; member; pedagogy; programs; retention rate; undergraduate student

 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（由申请人提供）：我们将建立一个博士后研究员培训计划，称为“加州大学洛杉矶分校博士后的教师培训纵向投资”或UPLIFT。该计划涉及UCLA的“准备未来教师”（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（CSULA）的指导教学经验。CSULA在科学技术，工程和数学（STEM）中占70%的少数民族（URM）。生物化学和生物学专业的6年毕业率较低。个别教师使用传统的讲座形式目前教生物学导论和生物化学导论课程。我们的学者将与他们的CSULA导师团队教授这些课程，并将其转换为积极的学习形式，其中包括学者和导师专业领域的众多翻转讲座。加州大学洛杉矶分校的高等教育研究所（HERI）将使用最先进的评估方法对该计划进行评估。评估数据将用于每年发展课程，每一轮新的学者都在上一轮的基础上建立和改进课堂活动。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。我们将测试的假设，通过结合主动学习技术，在众多的研究，以提高保留的URMs，我们将增加CSULA的留存率和时间的生物学和生物化学专业的学位。 加州大学洛杉矶分校的研究培训教师包括66名杰出的科学家- 9名是国家科学院的成员-选择他们的领导，奖学金，教学和指导记录。培训教师涵盖了广泛的研究课题，采用最新的技术。所有培训教师参加校内，学科特定的研究活动，让学者有无数的机会来展示他们的研究，并从多个教师收到反馈。最近的博士与优秀的研究证书和教学的承诺将积极招募。第一年的津贴支助来自研究导师，而第二至第四年的支助将由本研究所提供。在第一年，学员将进行研究，并参加PFF课程和加州大学洛杉矶分校的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的翻转讲座形式，并从第二年到第三年教授越来越多的CSULA课程。课程准备将包括由伙伴机构的教员提供指导，而受训人员则开发积极的学习单元。教学将由导师，项目总监和HERI使用“本科STEM课堂观察协议”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。UPLIFT基础广泛的行政支持确保了UCLA和CSULA致力于培养新一代经过主动学习和URM保留培训的高效教师。