Scaling a Cyber-Enabled, Just-in-Time-Teaching with Two-Way Formative Feedback (JTF) Project From the Individual Faculty Level to the Disciplinary Department Program Level (JTFD)

该项目利用了八年来开发和实施即时教学与交互式频繁形成性反馈（JTF）教学法的概念和实践的经验。该项目通过专业发展计划，将JTF从只有8个教员参与的单一工程学科扩展到有84个教员参与的7个工程学科。JTF教学法将基于证据的学生参与实践、内容情境化和基于网络的双向形成性反馈整合到一种教学法中，这种教学法已被证明可以改善学生的态度、成就和持久性。该项目将让参与的教师进行为期一年的学徒制，其中一个学期是每两周举行一次的研讨会，然后是一个学期的导师支持的循证教学课堂实施。研究表明，将教师的教学理念转变为基于证据的策略和实践可能很困难，但在一个队列中工作可以缓解这种转变。作为对这项研究的回应，将形成学科实践社区，以支持教师改变他们的信仰和实践。在实践的学科社区内部和之间发生的个人互动将以社会网络分析为特征，并将随着时间的推移与教师学徒信念的变化相关(例如，教师信念从以教师为中心的转变，信息传递指导到以学生为中心；关于教师变革的知识体系的不断增长，将产生和贡献的重要知识将是对学科实践社区的关键作用和影响的理解，例如教师内部和之间的互动，以及他们支持教师变革的程度。该项目将在每一年学徒期的开始、中期和结束时对教师进行评估，方法是通过调查、访谈和课堂观察对基线和教师信念和课堂实践的变化进行三角测量。对学生的坚持和成就的影响将从参与教师在学徒之前和之后的课程中确定。评估将用于：1)描述教师信念、策略和实践向以学生为中心的学习的转变；2)评估教师对课堂实施这种新教学法的忠诚程度，并将其与教师的信念进行比较；3)发展可持续的学科实践社区，并评估其对教师变革的影响；4)描述在基于证据的课堂实践中使用JTFD的障碍的学科差异；5)评估教师在课堂上使用JTFD时，学生在态度、成就和坚持方面的变化的学科差异，特别是对于代表性不足的人群。

This project is leveraging eight years experience of developing and implementing the concepts and practices of Just-in-Time-Teaching with Interactive Frequent Formative Feedback (JTF) pedagogy. The project is scaling JTF from a single engineering discipline with eight faculty participating to seven engineering disciplines with 84 faculty being involved through a professional development program. JTF pedagogy integrates the evidence-based practices of student engagement, contextualization of content, and web-enabled two-way formative feedback into a pedagogy that has been shown to improve student attitudes, achievement and persistence. The project will engage participating faculty in year-long apprenticeships with a semester of biweekly workshops followed by a semester of mentor supported classroom implementation of evidence-based teaching. Research shows that changing faculty teaching beliefs toward evidence-based strategies and practices can be difficult but working within a cohort eases the transition. In response to this research , disciplinary communities of practice will be formed to support faculty while they are changing their beliefs and practices. The personal interactions that occur within and between the disciplinary communities of practice will be characterized with social network analysis and will be correlated to changes, across time, in the beliefs of the faculty apprentices (e.g., the shift in faculty beliefs from teacher-centered, transmission-of-information instruction to student-centered, conceptual-change instruction) The important knowledge that will be generated and contributed to the growing body of knowledge concerning faculty change will be an understanding of the critical role and impact of disciplinary communities of practice such as faculty interactions within and between them and the extent to which they support faculty change. The project will assess faculty at the beginning, middle, and end of each year-long apprenticeship by triangulating the baseline and change in faculty beliefs and classroom practice with surveys, interviews and classroom observations. The impact on students' persistence and achievement will be determined from a participating faculty member's class before and after the apprenticeship. The assessments will be used to: 1) characterize the shifts in faculty beliefs, strategies, and practice toward student-centered learning; 2) assess faculty fidelity of classroom implementation of this new pedagogy in comparison with their faculty beliefs; 3) develop sustainable disciplinary communities of practice and assess their impact on faculty change; 4) characterize disciplinary differences in barriers to use of JTFD in classroom implementation of evidence based practices; and 5) assess, for faculty classroom use of JTFD, the disciplinary differences of change in attitude, achievement, and persistence of students, especially for underrepresented populations.