Facilitating Widespread Implementation of Teaching Strategies Known to Promote Student Success throughout a State System of Colleges

该项目旨在通过促进广泛使用基于证据的公平教学实践来服务于国家利益，这些实践促进了我们学生的学习，成功和坚持，特别是那些来自历史上被排斥群体的学生。为不同的STEM毕业生提供知识，批判性思维技能和解决问题的技能，以应对气候变化等复杂的社会挑战，这对我们经济和民主社会的可持续增长和发展至关重要。这项补助金所解决的挑战是，STEM教育工作者在他们的学科中接受非常严格的研究生培训，但很少或没有教学培训，使他们依赖传统的讲座方法，这些方法已被证明在推动学生学习或保留STEM专业方面效果不佳。这个1级机构和社区转型IUSE赠款将开发和评估针对州立学校系统的专业发展计划的影响：纽约州立大学（SUNY）系统，这是美国最大的州立中学后教育系统。该项目为教师提供有效的培训和支持，帮助他们使用教学战略，提高学生的成功率和持久性，特别是来自传统上得不到充分服务的社会群体的学生。该项目是建立在两个国家专业发展计划的成功，这是联手提供三级培训和支持，以教师在纽约州立大学系统。该项目将重点关注在地理上分布在纽约州立大学系统的一部分学校，这些学校作为2019-2020年纽约州立大学系统试点赠款的一部分建立了联系和势头。参与者将参加培训和社区团体，以支持他们采用创新的教学方法。该项目的目标是利用纽约州立大学学校系统内的联系，以加速包容性，基于证据的教学实践（EBIP）的传播。该项目打算采用三个重要的杠杆变化-专业发展，变革的代理人，和社区的支持（劳尔森等人，2019年）-加快采用高影响力的做法（HIP）已经发生在口袋里在这个系统。作为拟议活动的一部分，第一批教师将参加三个级别的培训和支持，旨在最大限度地提高他们采用三种HIP之一的可能性：基于项目的学习（PBL），基于课程的本科生研究经验（CURES）或垂直整合项目（VIP）。两个全国著名的专业发展方案-科学教学移动的暑期研究所（MoSI）和新公民参与和责任科学教育（SENCER）-将提供实施EBIP的一般培训。参与者将接受由成功实施这些战略的当地变革推动者提供的关于实施三项重债穷国战略之一的具体培训。最后，参与者将加入一个教师指导网络（FMN）的同行和两个专家领导人谁将提供支持和指导，因为他们开始实施HIP在自己的校园的过程。这种通过社区提供的长期支持正在成为促进全面采用创新教学战略的重要杠杆。将跟踪项目培训计划的参与情况，并测量教学信念和行为的变化，以确定这种方法在促进教学广泛变化方面的有效性。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 by promoting widespread use of evidence-based, equitable teaching practices that promote learning, success and persistence for our students, particularly those from historically excluded groups. Equipping diverse STEM graduates with the knowledge, critical thinking skills, and problem-solving skills to address complex societal challenges like climate change is critical for sustainable growth and development of our economy and democratic society. The challenge addressed by this grant is that STEM educators receive very rigorous post-graduate training in their disciplines but little to no pedagogical training, leaving them to rely on traditional lecture approaches that have been shown to be less effective in driving student learning or retention in STEM majors. This Level 1 Institutional and Community Transformation IUSE grant will develop and evaluate the impact of a professional development program that targets a state school system: the State University of New York (SUNY) system, which is the largest state system of post-secondary schools in the US. The project provides effective training and support for faculty in the use of teaching strategies that improve the success and persistence of their students, particularly from traditionally underserved social groups. The project is building on the success of two national professional development programs that are joining forces to provide three tiers of training and support to faculty in the SUNY system. This project will focus on a subset of schools that are geographically distributed across the SUNY system, which have built connections and momentum as part of a SUNY-system pilot grant in 2019-2020. Participants in the project will take part in training and community groups to support their adoption of innovative teaching practices. The goal of this project is to leverage the connections within the SUNY school system to accelerate diffusion of inclusive, evidence-based instructional practices (EBIPs). The project intends to employ three important levers for change – professional development, agents of change, and communities of support (Laursen et al., 2019) – to accelerate adoption of high impact practices (HIPs) already occurring within pockets in this system. As part of the proposed activities, the first cohort of faculty will take part in three levels of training and support designed to maximize the likelihood that they will adopt one of three HIPs: project-based learning (PBL), course-based undergraduate research experiences (CUREs) or vertically integrated projects (VIPs). Two nationally prominent professional development programs – the Mobile Summer Institutes on Scientific Teaching (MoSI) and the Science Education for New Civic Engagements and Responsibilities (SENCER) - will provide general training in the implementation of EBIPs. Participants will receive specific training in implementation of one of the three HIPS by local change agents who have successfully deployed these strategies. Finally, participants will join a faculty mentoring network (FMN) of their peers and two expert leaders who will provide support and guidance as they begin the process of implementing HIPs on their own campuses. This longer-term support through community is emerging as an important lever to promote full adoption of innovative teaching strategies. Participation in the project training programs will be tracked and changes in teaching beliefs and behaviors will be measured to determine the efficacy of this approach in fostering widespread change in teaching. 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.