Catalyzing Institutional Change Through Synergistic Observation and Professional Development Programs

该项目促进机构努力扩大和加强在整个缅因州大学（U缅因州）的STEM课程中使用循证教学和以学习者为中心的实践。 该项目的智力价值来自于不同的STEM教育利益相关者群体的合作，包括教师，本科生，研究生，大学管理人员以及职前和在职教师。 具体而言，这些合作者共同努力：（1）系统地观察和记录UMaine STEM教学的性质;（2）建立一个计划，其中教师相互观察，讨论观察结果，并在改善教学中合作课程;（3）利用观测数据指导大学发展系列化的研究，广泛的专业发展研讨会，明确针对教师的教学需求;（4）创建一个新的计划，经验丰富的本科生与教师合作，实施创新的教学实践。 预计该项目的数据将大大加强STEM课程体制变革的研究基础。 特别是，一个模型，大学范围内的观察计划是衡量在何种程度上干教学是以学习者为中心之前，期间和之后有针对性的努力，以改变教学在UMaine。 此外，深入分析该项目的教师同行观察计划对教学实践的影响，增加了越来越多的工作对专业发展的同行观察的使用。 最后，项目人员正在调查一个新的计划，配对本科生与教师导致持续实施以学习者为中心的战略。 该项目对大学专业发展的影响为全国其他机构制定和实施类似计划以促进机构变革奠定了基础。 在本项目过程中开发的可交付成果包括：（1）培训材料和模型程序，可用于促进系统收集有关STEM课程中以学习者为中心的教学普遍性的数据，（2）分析进行同侪观察的教师群体如何促进教学变革，（3）对大学生与教师合作促进有效的同伴讨论的新模式项目的调查，以及（4）一套多媒体资源，旨在帮助大学生为以学习者为中心的教学做好准备，并从中获益最多。

This project catalyzes institutional efforts to broaden and enhance the use of evidence-based teaching and learner-centered practices in STEM courses throughout the University of Maine (UMaine). The intellectual merit of this project derives from the collaborative work of a diverse group of STEM education stakeholders including faculty, undergraduates, graduate students, university administrators, and pre- and in-service teachers. Specifically, these collaborators work together to: (1) systematically observe and document the nature of UMaine STEM instruction; (2) establish a program in which faculty members observe each other, discuss observation results, and collaborate on improving instruction in their courses; (3) use observation data to guide the development of a series of university-wide professional development workshops that explicitly target the instructional needs of the faculty; and (4) create a novel program in which experienced undergraduates partner with faculty to implement innovative instructional practices. Data from this project are expected to substantively enhance the research base on institutional change in STEM courses. In particular, a model, university-wide observation program is measuring the extent to which STEM instruction is learner-centered before, during, and after targeted efforts to transform instruction at UMaine. In addition, an in-depth analysis of the impact of the project's faculty peer-observation program on instructional practices is adding to a growing body of work on the use of peer observations for professional development. Finally, project personnel are investigating whether a novel program that pairs undergraduates with faculty leads to the sustained implementation of learner-centered strategies. The implications for university-level professional development arising from this project lay the groundwork for other institutions across the country to develop and implement similar programs to catalyze institutional change. The deliverables developed over the course of this project include: (1) training materials and a model program that can be used to facilitate the systematic collection of data on the prevalence of learner-centered instruction in STEM courses, (2) an analysis of how groups of faculty performing peer observations can promote instructional change, (3) an investigation of a novel model program in which undergraduates partner with faculty to promote effective peer discussion, and (4) a set of multimedia resources expressly designed to help undergraduates prepare for and benefit the most from learner-centered instruction.