The CIRTL Network - Shaping, Connecting, and Supporting the Future National STEM Faculty

在研究型大学培养的研究生流入所有本科院校的科学，技术，工程和数学（STEM）系，分散在4,000多所研究型大学，综合大学，文科学院和社区学院。因此，研究型大学的研究生将塑造美国STEM本科教育的未来。该中心的研究，教学和学习（CIRTL）的整合使用研究生教育作为杠杆点，以发展国家干教师的能力和承诺，实施和改善有效的教学和学习实践为所有学生。 一所研究型大学可以并且将会培养STEM研究生成为前沿研究人员和优秀教师。使用威斯康星州麦迪逊的大学作为实验室CIRTL开发，实施，评估和制度化的跨学科学习社区，准备干未来的教师在教学和学习。在3年内，超过1,000名研究生，博士后研究人员和教师在所有STEM领域从事学习社区，以提高他们的教学能力。这些成果源于三个核心理念：（a）在STEM研究模式中整合改进教学（教学即研究）;（B）在STEM未来和现有教师的学习社区中嵌入专业发展;（c）通过学生的多样性加强所有人的学习（通过多样性学习）。智力优势。在这个项目中，CIRTL寻求将CIRTL学习社区原型的成功成果推广到全国范围。基于同样强大的理念，CIRTL的战略是建立一个学习社区的不同研究型大学相互参与教学研究活动，为未来的教师在教学和学习为所有学生做准备。为了实现这一战略，CIRTL成立了由七所不同的研究型大学组成的CIRTL网络：位于博尔德的科罗拉多大学、霍华德大学、密歇根州立大学、宾夕法尼亚州立大学、德克萨斯农工大学、范德比尔特大学和威斯康星州麦迪逊。 CIRTL网络正在通过三种方式发展国家STEM教师：1）每所大学都在建立一个学习社区，为STEM未来的教师做准备，每所大学都在其他大学的成功基础上建立。总的来说，这七所不同的大学正在加强STEM学科的学习;改善服务课程的教学;制定专业发展框架;建立一个整合研究，教学和学习的研究所;整合学习科学;培养基于探究的学习技能;并培训有效的研究导师。2)未来的教师正在更好地准备教所有学生时，他们有意义地与本科生，研究生和CIRTL网络的机构的多样性进行互动。跨网络学习社区通过在线社区中心，远程课程，交流计划，暑期沉浸计划，种子补助金计划，通过多样性中心学习，以及准备教师教K12教师的联合计划来培养这种经验。3)未来的教师正在通过将CIRTL网络与国家STEM教师发展计划Project Kaleidoscope（PKAL）联系起来，更顺利地从CIRTL网络学习社区过渡到他们的新教师职位。CIRTL和PKAL正在调整PKAL领导学院，为未来的教师做好准备，使他们能够成功地影响他们所处的高等教育环境。CIRTL和PKAL还将CIRTL网络的未来和新教师与全国高校21世纪世纪PKAL教师配对。更广泛的影响。CIRTL正在广泛传播加强STEM教学和学习的工具和战略。通过国家CIRTL论坛，网站，出版物，介绍STEM学科，并与国家高等教育组织的合作，CIRTL继续成为全国对话的焦点，为未来的STEM教师的准备。 CIRTL网络原型的目标是每年培养1,200名未来教师。一旦扩大战略被证明是成功的，CIRTL网络将增加参与网络的大学和未来教师的数量。CIRTL网络还影响着网络之外的大学的研究生教育，并为其他类似设计的网络提供了一个模式。最终，这项工作的影响将是提供给每一个本科院校干教师谁使所有学生实现干识字，其教学提高招聘到干职业，其领导确保干教育的持续发展。该项目由教育和人力资源局本科教育司、数学和物理科学局多学科活动办公室、地球科学局地球科学和地球科学教育方案司以及生物科学局生物基础设施司共同资助。

The graduate students trained at research universities flow into the science, technology, engineering, and mathematics (STEM) faculties of all undergraduate institutions, dispersing among more than 4,000 research universities, comprehensive universities, liberal arts colleges, and community colleges. Thus, graduate students at research universities will shape the future of STEM undergraduate education in the United States. The Center for the Integration of Research, Teaching, and Learning (CIRTL) uses graduate education as the leverage point to develop a national STEM faculty with the capability and commitment to implement and improve effective teaching and learning practices for all students. A research university can and will prepare STEM graduate students to be both forefront researchers and excellent teachers. Using the University of Wisconsin Madison as a laboratory CIRTL has developed, implemented, evaluated, and institutionalized an interdisciplinary learning community to prepare STEM future faculty in teaching and learning. In 3 years, more than 1,000 graduate students, postdoctoral researchers, and faculty across all STEM fields engaged in the learning community to improve their teaching abilities. These outcomes arise from three core ideas: (a) integrate improving teaching and learning within a STEM research model (teaching-as-research); (b) embed professional development within a learning community of and for STEM future and current faculty; and (c) enhance the learning of all through the diversity of students (learning-through-diversity). Intellectual Merit. In this project CIRTL seeks to take the successful outcomes of the prototype CIRTL learning community to a national scale. Building on the same powerful ideas, the CIRTL strategy is to create a learning community of diverse research universities mutually engaged in teaching-as-research activities to prepare future faculty in teaching and learning for all students. To prototype this strategy, CIRTL has formed the CIRTL Network of seven diverse research universities: the University of Colorado at Boulder, Howard University, Michigan State University, Pennsylvania State University, Texas A&M University, Vanderbilt University, and the University of Wisconsin Madison. The CIRTL Network is developing the national STEM faculty in three ways: 1) Each university is establishing a learning community to prepare STEM future faculty, with each university building on the successes of the others. Collectively, the seven diverse universities are enhancing learning in STEM disciplines; improving teaching in service courses; developing a framework for professional development; establishing an institute to integrate research, teaching, and learning; integrating the learning sciences; fostering skills in inquiry-based learning; and training effective research mentors. 2) Future faculty are being better prepared for teaching all students when they interact meaningfully with the diversity of undergraduates, graduates, and institutions of the CIRTL Network. A cross-network learning community fosters such experiences through an online community center, distance courses, an exchange program, summer immersion programs, a seed grant program, a learning-through-diversity center, and a joint initiative to prepare faculty to teach preservice K12 teachers. 3) Future faculty are transitioning more smoothly from the CIRTL Network learning community into their new faculty positions through linking the CIRTL Network with Project Kaleidoscope (PKAL), a national STEM faculty development initiative. CIRTL and PKAL are adapting PKAL Leadership Institutes to prepare future faculty to succeed in and influence the higher education environment in which they land. CIRTL and PKAL also are pairing future and new faculty from the CIRTL Network with PKAL Faculty for the 21st Century mentors in colleges and universities across the country. Broader Impacts. CIRTL is disseminating broadly tools and strategies for enhancing STEM teaching and learning. Through national CIRTL Forums, Web sites, publications, presentations to STEM disciplines, and collaborations with national higher education organizations, CIRTL continues to be a focal point for the national conversation on the preparation of future STEM faculty. The goal of the prototype CIRTL Network is to prepare 1,200 future faculty annually. Once the scale-up strategy is demonstrated to be successful, the CIRTL Network will increase the number of universities and future faculty involved in the Network. The CIRTL Network also is impacting graduate education in universities beyond the network and is serving as a model for other networks of similar design. Ultimately, the impact of this work will be to provide to every undergraduate institution STEM faculty who enable all students to achieve STEM literacy, whose teaching enhances recruitment into STEM careers, and whose leadership ensures the continued advancement of STEM education. This project is co-funded by the Division of Undergraduate Education in the Directorate for Education and Human Resources, the Office of Multidisciplinary Activities in the Directorate for Mathematical and Physical Sciences, the Division of Earth Sciences and the Geoscience Education Program in the Directorate for Geosciences, and the Division of Biological Infrastructure in the Directorate for Biological Sciences.