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

这个由堪萨斯大学领导的多所大学机构转型项目将实施和研究一种模式，以改善七所大学的STEM教育。最终目标是推广广泛采用循证教学方法，以改善STEM和非STEM学生的本科STEM学习和教育成果。五所获得这项资助的美国院校，以及两所没有获得资助的加拿大院校，将在各自的校园里测试该模式在当地的适应性。该模型来源于对制度变革和质量改进的研究，并建立在两个合作机构——科罗拉多大学博尔德分校和英属哥伦比亚大学——广泛成功的倡议（称为科学教育倡议，SEI）的基础上。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。其他参与的机构包括德克萨斯大学圣安东尼奥分校、印第安纳大学、加州大学戴维斯分校和加拿大皇后大学。转型模式涉及将STEM教育专家（专门准备的博士后学者或教师领导）嵌入部门。这些专家将与系教师合作，指导和支持在STEM课程中实施基于研究的教育实践。这种SEI模型的扩展通过发展学者社区围绕跨部门和机构的课程转型，以较小的资源注入来支持变革。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的教师参与，从而扩大嵌入式专家的影响。七所通过湾景联盟积极合作的研究型大学将在各自的校园内实施和评估这一模式的变体。该网络有两个功能：1)建立一个以证据为基础的教学知识交流和合作的社区，作为干预本身的关键组成部分；2)允许测试干预模式是否可以本地化到不同的机构背景，从而产生广泛的STEM改革。计划采用定量和案例研究相结合的评估方法，以确定参与机构初步准备、成功方法和可持续成果的各种维度和条件。

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.