WIDER:Planning: GRASP: GW Reform and Advancement of STEM-education Practices

这个WIDER规划项目正在解决学生学习，多样性和保留在干的挑战，通过促进以证据为基础的知识与成熟的组织变革框架。该项目由一个教师团队实施，该团队在转变教师教育实践方面积累了深度和广度的专业知识。 该团队正在与10个STEM部门的同事合作，制定一个框架，在该框架中试用四种有效的方法，作为更大实施阶段的前奏。 这四个方面是：（1）同伴教育;（2）按比例扩大;（3）混合学习和翻转课堂;（4）在线定制数学辅导，以配合数学和统计课程。为了实现转型，该项目将侧重于核心教师对学生学习的信念，作为确定转型机会的一种手段。该项目还将依赖于GW经过验证的变革过程，如教师学习社区，以及教育界推荐的组织变革方法，如基于关注的采用模式（CBAM）。该项目将建立教师之间的合作，以适应STEM教学法的未来发展，并形成校园变革的代理人。该项目还将寻求了解从非主导和代表性不足的群体中招募和留住学生的核心问题，以及通过使用循证医学来影响学生在非主要STEM课程中的学习。在这个项目中开发的变化过程和材料可以作为其他大学的模型。

This WIDER planning project is addressing the challenges of student learning, diversity, and retention in STEM by promoting evidenced-based pedagogies with proven organizational change frameworks. The project is being implemented by a team of faculty with a depth and breadth of accumulated expertise in transforming faculty educational practices. The team is working work with colleagues in ten STEM departments to develop a framework in which to pilot the use of four effective pedagogies, as a prelude to a larger implementation phase. The four pedagogies are: (1) Peer-instruction; (2) SCALE-UP; (3) Blended learning and flipped classrooms; and (4) Online customized tutoring in mathematics to accompany mathematics and statistics coursework. To achieve the transformation, the project will focus on core faculty beliefs about student learning as a means for identifying opportunities for transformation. The project will also rely both on proven transformative processes at GW, such as faculty learning communities, as well as organizational change approaches recommended in the education community, such as the Concerns Based Adoption Model (CBAM). The project will forge the collaborations among faculty needed to adopt future developments in STEM pedagogy, and to form an agent of transformative change on campus. This project will also seek to understand the core issues in recruiting and retaining students from non-dominant and underrepresented groups, as well as impact student learning in non-major STEM courses through the use of evidence-based pedagogies. The change processes and materials developed in this project can serve as a model at other universities.