Designing Teaching: Scaling up the SIMPLE Design Framework for Interactive Teaching Development

这个WIDER机构实施项目调查和实施教学发展过程，简单的设计框架，创建基于设计的小组，以支持教师，因为他们实施互动教学策略。 该项目包括来自乔治梅森大学理学院、Volgenau工程学院和教育与人类发展学院的教师，他们建立了跨学科的伙伴关系，鼓励讨论教学中的学科差异。假设是，通过参与支持网络，尝试小的变化，教师将能够随着时间的推移作出更大的变化。 该项目采用Rogers（2003）的“创新扩散”（Diffusion of Innovations）作为变革理论。在SIMPLE模式中，在互动教学实践中具有不同经验水平的教师参加以学科为基础的小组，定期开会，围绕共同的需求和兴趣提供指导。 这为教师提供了有限的教学创新经验，参加教学设计组，并支持更有经验的教师在教学研究小组的教学奖学金。 教学发展的一个关键组成部分是设计备忘录，用于记录和分享互动教学经验，并作为小组讨论的起点。 该项目还收集定性数据，以记录教学设计或调查小组如何协同工作，教师使用的策略以及对STEM部门教学的影响。 该项目的更广泛影响包括为高等教育机构创建一个可转移的框架，以促进使用以学生互动为重点的基于研究和循证的教学实践。该框架的原则为团体组织提供了指导，但允许在不同背景、机构和部门之间具有灵活性。 互动式教学实践的实施已被证明可以改善学生的学习，特别是那些历史上缺乏STEM学科代表性的学生群体。 通过SIMPLE Design wiki共享设计备忘录和教学资源将允许收集的数据与广泛的受众共享。

This WIDER Institutional Implementation project investigates and implements a teaching development process, the SIMPLE Design Framework, for creating design-based small groups to support faculty as they implement interactive teaching strategies. The project includes faculty from George Mason University's College of Science, Volgenau School of Engineering, and College of Education and Human Development in an interdisciplinary partnership that encourages discussion of disciplinary differences in teaching. The hypothesis is that by participating in support networks to attempt small changes, faculty will be able to make larger changes over time. The project uses strategies suggested by Rogers' (2003) Diffusion of Innovations as the theory of change.In the SIMPLE model, faculty at different levels of experience in interactive teaching practices engage in discipline-based small groups that meet regularly and provide mentoring around common needs and interests. This provides faculty with limited teaching innovation experience to participate in the Teaching Design Groups and supports more experienced faculty in the scholarship of teaching in the Teaching Inquiry Groups. A key component to teaching development is the design memo, which is used to document and share interactive teaching experiences and serves as a starting point for the group discussions. The project also is collecting qualitative data to document how the teaching design or inquiry groups work together, the strategies instructors use, and the impact on teaching in STEM departments. The broader impacts of this project include the creation of a transferable framework for institutions of higher education to use to facilitate the use of research-based and evidence-based teaching practices focused on student interaction. The principles of the framework give guidance as to group organization but allow flexibility across contexts, institutions and departments. The implementation of interactive teaching practices has been demonstrated to improve student learning particularly by groups of students who have historically lacked representation in STEM disciplines. The sharing of the design memos and teaching resources through the SIMPLE Design wiki will allow data collected to be shared with a broad audience.