Collaborative Research: Deep Roots: Wide-Spread Implementation of Community-Driven Evidence-Based Pedagogy

这个由堪萨斯大学牵头的多所大学机构转型项目将在七所大学内实施和研究一种改善STEM教育的模式。最终目标是推广广泛采用循证教学方法，以改善本科STEM学习和STEM和非STEM学生的教育成果。由该基金资助的五所美国机构，以及两所未获得资助的加拿大机构，将在自己的校园内测试该模型的本地适应性。该模型是从研究机构的变化和质量的提高，并建立在一个广泛的成功的倡议（称为科学教育倡议，SEI）在两个合作机构的科罗拉多大学博尔德和不列颠哥伦比亚省大学。核心方法是支持STEM部门的“嵌入式专业知识”，以促进课程转型，并在机构内部和机构之间建立知识社区，以分享课程改革的发展。 其他参与机构是德克萨斯大学圣安东尼奥分校、印第安纳州大学、加州大学戴维斯分校和加拿大皇后大学。 转型模式涉及在部门中嵌入STEM教育专家（专门准备的博士后学者或教师领导）。这些专家将与部门教师合作，指导和支持在STEM课程中实施基于研究的教育实践。SEI模型的这种扩展通过围绕跨部门和机构的课程转型发展学者社区，以较小的资源注入支持变革。这些社区通过扩大教师反思实践的支持和机会，促进共同愿景的发展，并鼓励在教学环境中产生有意义的变化所需的部门内教师参与的临界质量，扩大了嵌入式专家的影响。七所研究型大学一直通过湾景联盟积极合作，将各自在自己的校园实施和评估这一模式的变化。该网络有两个功能：1）建立一个知识交流和循证教学合作的社区，作为干预本身的一个关键组成部分，2）允许测试干预模式是否可以本地化到不同的机构环境，以产生广泛的STEM改革。 计划采用定量和案例研究相结合的评价方法，以确定参与机构中表明初步准备就绪、成功方法和可持续成果的各个方面和条件。

This multi-university institutional transformation project, led by the University of Kansas, will both implement and study a model to improve STEM education within seven universities. The ultimate goal is to propagate widespread adoption of evidence-based instructional methods in order to improve undergraduate STEM learning and educational outcomes for both STEM and non-STEM students. Five American institutions funded by this grant, as well as two unfunded Canadian institutions, will test local adaptations of the model on their own campuses. The model is derived from research on institutional change and quality improvement, and builds on an extensive successful initiative (known as the Science Education Initiative, SEI) at two of the partner institutions the University of Colorado at Boulder and the University of British Columbia. The core approach is to support "embedded expertise" in STEM departments to catalyze course transformation and build intellectual communities within and across institutions, in order to share in the development of course reform. The other participating institutions are the University of Texas at San Antonio, Indiana University, the University of California, Davis, and Queens University in Canada. The model of transformation involves embedding STEM education experts (specially prepared postdoctoral scholars or faculty leaders) in departments. These experts will collaborate with department faculty to guide and support the implementation of research-based educational practices in STEM courses. This extension of the SEI model supports change with a smaller infusion of resources by developing communities of scholars around course transformation across departments and institutions. These communities broaden the impact of the embedded experts by expanding support and opportunities for reflective practice for faculty, contributing to the development of a shared vision, and encouraging a critical mass of faculty engagement within departments needed to produce meaningful changes in the teaching environment. Seven research universities that have been actively collaborating through the Bay View Alliance will each implement and evaluate variations of this model on their own campuses. The network serves two functions: 1) to build a community for intellectual exchange and collaboration on evidence-based teaching as a key component of the intervention itself, and 2) to permit a test of whether the intervention model can be localized to different institutional contexts to yield widespread STEM reform. A combination of quantitative and case study evaluation methods are planned to identify the various dimensions and conditions that signal initial readiness, successful approaches, and sustainable outcomes in participating institutions.