A Longitudinal Study of the Role of Qualitative Evidence in Creating and Sustaining Student-centered Teaching Cultures

该项目旨在服务于优秀本科STEM教育的国家利益。 为此，它打算通过改善科学教师对教学方法的决定，帮助高等教育变得更具包容性。旨在改变科学教师教学方式的举措往往依赖于数字数据。 然而，个人故事和实例等定性数据有助于维持变革。该项目旨在鼓励教师使用定性数据，通过两个新的教师发展的努力：1）同行辅导计划，教师教学的夏桥计划，即将到来的科学专业从代表性不足的群体;和2）教师学习社区，教师将学习进行自己的定性研究项目。 在制定和实施教师专业发展之后，该项目将研究教师如何分享和使用由此产生的定性数据来指导未来的教学决策。这个纵向研究项目建立在实践数据框架的基础上，研究如何开发、分享经验和定性数据，并将其融入当地的教学文化，以鼓励包容性的、以学生为中心的教学实践。该项目将通过访谈、课堂观察和参与前后的教学大纲审查来研究个别教师的变化。为了看到组织层面的变化，研究人员将观察课程设计团队和教学法的公开讨论，以了解教师如何使用教师发展活动中产生的不同类型的数据。该项目将产生两个可复制的教师发展模型，可以通过网络研讨会共享。这项研究的结果定性数据在教学决策中的作用可能会为STEM教育界提供一个新的机制，以促进文化变革。NSF IUSE：EHR计划支持研究和开发项目，以提高所有学生STEM教育的有效性。通过机构和社区转型的轨道，该计划支持的努力，以改变和改善高等教育机构和学科社区的STEM教育.这个奖项反映了NSF的法定使命，并已被认为是值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估支持.

This project aims to serve the national interest in excellent undergraduate STEM education. To this end, it intends to help higher education become more inclusive by improving the decisions that science faculty make about their teaching methods. Initiatives aimed at changing how science faculty teach often rely on numerical data. However, qualitative data such as personal stories and examples can help to sustain change. This project aims to encourage faculty to use qualitative data through two new faculty development efforts: 1) a peer coaching program for faculty teaching in a summer bridge program for incoming science majors from underrepresented groups; and 2) a faculty learning community where faculty will learn to conduct their own qualitative research projects. After developing and implementing the faculty professional development, the project will then study how faculty share and use the resulting qualitative data to guide teaching decisions going forward.This longitudinal research project builds on a data-in-practice framework to examine how experience and qualitative data can be developed, shared, and integrated into a local teaching culture to encourage inclusive, student-centered teaching practices. The project will examine change among individual faculty through interviews, classroom observations, and syllabus review before and after participation. To see organization-level change, the researchers will observe course design teams and public discussions of pedagogy to see how faculty use the different types of data generated within the faculty development activities. The project will produce two replicable faculty development models that can be shared via webinars. Results of this research into the role of qualitative data in pedagogical decision making may offer the STEM education community a new mechanism to foster cultural change. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Institutional and Community Transformation track, the program supports efforts to transform and improve STEM education across institutions of higher education and disciplinary communities.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.