Building Capacity: STEM Faculty Professional Learning in the Zone of Proximal Development

改善本科STEM教育：西班牙裔服务机构计划（HSI计划）旨在加强本科STEM教育并建立HSI的能力。HSI计划支持的项目也将产生关于如何实现这些目标的新知识。 该项目通过建设改善本科STEM教学和学习的机构能力来实现这些目标的一部分。 该项目是加州州立大学萨克拉门托分校和加州大学欧文分校之间的合作，将支持提高STEM教师教学效率的努力，并促进有关战略的知识，从而增加使用基于证据和公平的教学战略。 使用在线，混合和面对面的培训形式，该项目将提供定制的专业学习计划，以帮助STEM教师提高他们的教学。 培训还将帮助教师意识到多样性，跨文化能力和批判意识在学生发展和坚持中的作用，包括那些在STEM中代表性不足的学生。 教师的学习计划将被设计为满足教师，他们在他们的职业生涯和他们的公平课堂实践的理解。 在该项目的资助期间，调查人员估计，该项目将帮助大约125名教师实施以证据为基础和公平为导向的教学策略。 这些教师有潜力提高超过37，000名科学和数学本科生的学习，以及扩大在STEM中代表性不足的学生的参与和成功。随着时间的推移，教师发展课程将包括1）基本的教学和学习技能; 2）学科特定的，基于证据的最佳实践;（3）对公平和制度变革的学术研究和批判意识。 它将实施和评估一种模式，以改变以教师为重点的STEM文化实践。使用定量和定性的方法相结合，大量的教师和学生的数据将被分解，以检查教师专业学习计划的发展集的影响。教学和课程产品由教师在这些程序和他们对学生学习的影响，在发展数学，网关，和较低的司数学和科学课程创建将进行分析。一项使用机构和项目数据的定量、准实验性研究，和定性的纵向研究，使用观察和访谈数据将检查教师和学生如何改变，因为干教师参与学习计划，是定制的，以他们的近端发展区。这个奖项反映了NSF的法定使命，并已被认为是值得通过评估使用基金会的智力价值和更广泛的支持。影响审查标准。

The Improving Undergraduate STEM Education: Hispanic-Serving Institutions Program (HSI Program) aims to enhance undergraduate STEM education and build capacity at HSIs. Projects supported by the HSI program will also generate new knowledge about how to achieve these aims. This project fulfills part of those aims by building institutional capacity for improving undergraduate STEM teaching and learning. This project, a collaboration between California State University-Sacramento and the University of California-Irvine, will support efforts to improve the teaching effectiveness of STEM faculty and to advance knowledge about strategies that lead to increased use of evidence-based and equity-minded teaching strategies. Using online, hybrid, and face-to-face training formats, the project will provide customized professional learning programs to help STEM faculty improve their teaching. The training will also help faculty become aware of the roles of diversity, intercultural competence, and critical consciousness in the development and persistence of students, including those who are underrepresented in STEM. The faculty learning programs will be designed to meet faculty where they are in their professional career and in their understanding of equitable classroom practices. Over the project's funding period, the investigators estimate that the project will help approximately 125 faculty implement evidence-based and equity-minded teaching strategies. These faculty have the potential to improve the learning of more than 37,000 science and math undergraduate students, as well as to broaden the participation and success of students underrepresented in STEM.Developmental and adaptive over time, the faculty development curriculum will include 1) fundamental teaching and learning skills; 2) discipline specific, evidence-based best practices; and 3) scholarship and critical consciousness for equity and institutional change. It will implement and assess a model to transform STEM cultural practices that focuses on faculty. Using a combination of quantitative and qualitative approaches, large amounts of faculty and student data will be disaggregated to examine the impact of a developmental set of faculty professional learning programs. Instructional and curricular products created by faculty in these programs and their effect on student learning in developmental math, gateway, and lower division math and science courses will be analyzed. A quantitative, quasi-experimental study using institutional and program data, and a qualitative longitudinal study using observation and interview data will examine how faculty and students change because of STEM faculty participation in a learning program that is customized to their zone of proximal development.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.