Catalyzing Transformative Change in the STEM Disciplines at Georgia State University

这个WIDER规划补助金计划的目标是通过鼓励教师在他们的教学方法中进行基于证据的改变，来增强格鲁吉亚州立大学（GSU）STEM专业的教育经验。GSU是一个高度多样化的校园，在STEM学科的优势。该项目采用了四种策略。 首先，目前的教学知识，教育目标和GSU教师（终身制和非终身制）的职业动机正在评估，以帮助大学支持教师在他们的努力，实施教学改革。第二，正在评估教学人员对数据“仪表板”的需求，以便建立易于获取的定量数据集，从而能够快速评估教学实践中的变化。 第三，正在建立论坛，通过外部导师与佐治亚州立大学的教员分享想法、专门知识和教学帮助。 最后，四个教师学习社区集中在同行领导的团队学习，混合课堂，研究生助教的培训和支持，并将科学概念融入数学课程正在创建，提供持续的参与和反馈的改革正在进行的努力。 在所有这四个领域，目标是从具有类似教学目标的跨学科教师群体开始进行核心变革。 该计划的广泛目标是显着增加GSU对STEM学科循证教学的机构承诺。 增加学生的参与度应该反过来增加对学位的保留和进展。全职非终身教职教师在GSU的STEM教育中发挥着重要作用，并且在整个国家中越来越重要。 因此，对这些关键教学参与者的教学知识、教育目标和职业动机进行详细研究，对所有使用专业教师模式的机构都很重要。随着美国努力鼓励在STEM学科中进行循证教学创新，一个易于获取的学生成绩量化数据“仪表板”模型将引起广泛兴趣。

The goal of this WIDER planning grant program is to enhance the educational experience of STEM majors at Georgia State University (GSU) by encouraging the faculty to make evidence-based changes in their pedagogy. GSU is notable as a highly diverse campus, with strengths in the STEM disciplines. Four strategies are being employed in this project. First, the current pedagogical knowledge, educational goals, and career motivations of GSU instructors (both tenure track and non-tenure track) are being assessed in order to help the University support the faculty in their efforts to implement pedagogical change. Second, the data "dashboard" needs of instructional faculty are being assessed, in order to create readily accessible quantitative data sets that allow rapid assessment of changes in teaching practices. Third, forums for sharing ideas, expertise and pedagogical help with GSU faculty members via outside mentors are being established. Finally, four Faculty Learning Communities centered on peer-led team learning, the hybrid classroom, training and support of graduate teaching assistants, and integration of science concepts into the mathematics curriculum are being created, to provide sustained engagement and feedback for the reform efforts underway. In all four of these areas, the goal is to nucleate change starting from interdisciplinary groups of faculty with similar pedagogical goals. The broad goal of this program is to significantly increase GSU's institutional commitment to evidence-based teaching and learning in the STEM disciplines. Increased student engagement should in turn increase both retention and progression toward the degree. Full-time non-tenure track faculty have a significant role in STEM education at GSU and increasingly in the nation as a whole. A detailed study of the pedagogical knowledge, educational goals, and career motivations of these key instructional players is therefore important to all institutions that use a specialized faculty model. A model of a "dashboard" of readily accessible quantitative data of student performance will be of broad interest as the United States seeks to encourage evidence-based pedagogical innovations throughout the STEM disciplines.