NSF IUSE Institutional and Community Transformation Level II: Upholding Active Learning Reform in STEM

该项目旨在通过在广泛的STEM课程中实施循证教学实践来服务于国家利益。认识到基于证据的教学实践（EBIPs）在加强教学和学习方面的力量，该项目旨在在整个院校范围内改变本科STEM教育的教学文化。基于主动学习/ EBIPs在STEM领域的成功实例，该项目旨在通过教师发展和实施几项关键活动来促进和传播EBIPs：为期一周的流动暑期学院；实践和变革的教师社区；在选定的课程中增加学习助理；并使用社会网络分析和访谈来跟踪教师兴趣和参与协同活动的增长。混合方法研究性研究旨在回答有关项目活动的有效性以及活动与预期结果（例如，流动暑期学院、教师同伴支持、学习助理、EBIPs的实施和可持续性、学生表现以及教学价值的变化）之间关系的问题。该项目的主要目标是将教师文化从“分类和选择”转变为“所有学生的成功”，以减少历史上服务不足群体的学生和非服务不足群体的学生之间的公平差距。以期望值理论和制度变迁的4I（直觉、解释、整合和制度化）理论为基础，将开发和调查一个包括教师同伴支持、学生支持和行政支持的三支持模型，以了解指导本科STEM教育改革的因素。为了支持EBIPs的传播和制度变革，本研究将使用社会网络分析（SNA）来检查教学网络的增长，包括它们如何形成、成长和随时间变化。基于教师的社会资本是决定教师是否有信心采用EBIPs的重要因素这一观点，该项目考察了社会资本的变化与教师发展活动的参与有关的观点。课堂观察和半结构化访谈将用于调查教学创新和教育改革的实施和传播。课堂观察;对学生成绩和教师知识的评估；机构数据;数据来自对学生、教师和管理人员的半结构化访谈；对教学大纲、教学工件和政策文件的文档分析将用于详细说明源自SNA的模式。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轨道，该计划支持在高等教育机构和学科社区之间转变和改善STEM教育的努力。该奖项反映了美国国家科学基金会的法定使命，并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，被认为值得支持。

This project aims to serve the national interest by implementing evidence-based teaching practices in a wide-range of STEM courses. Recognizing the power of evidence-based instructional practices (EBIPs) to enhance teaching and learning, the project is designed to create institution-wide change in the teaching culture of undergraduate STEM education. Based on the successful instantiations of active learning / EBIPs in STEM, the project is designed to promote and propagate EBIPs through faculty development and implementation of several key activities: a week-long mobile summer institute; faculty communities of practice and transformation; the addition of learning assistants in selected courses; and the use of social network analysis and interviews to track growth of faculty interest and participation in synergistic activities. The mixed methods research study is designed to answer questions about the efficacy of project activities and the association of activities with expected outcomes (e.g., mobile summer institute; faculty peer support; learning assistants; implementation and sustainability of EBIPs; student performance, and changes in the valuing of teaching). This projects’ main goal is to shift faculty culture from “sort and select” to “success for all students” in order to reduce the equity gap between students who are members of historically underserved groups and students who are not. Grounded in expectancy-value theory and the 4I (Intuiting, Interpreting, Integrating, and Institutionalizing) theory of institutional change, a tri-support model that includes faculty peer support, student support, and administrative support will be developed and investigated to understand what guides the reform of undergraduate STEM education. To support the propagation of EBIPs and institutional change, the research will use Social Network Analysis (SNA) to examine the growth of teaching networks, including how they form, grow, and change over time. Based on the idea that the social capital of faculty members is a significant factor in determining whether faculty members feel confident in adopting EBIPs, the project examines the idea that changes in social capital are associated with participation in faculty development activities. Classroom observations and semi-structured interviews will be used to investigate the implementation and spread of teaching innovations and educational reform over time. Classroom observations; assessments of student success and faculty knowledge; institutional data; data from semi-structure interviews with students, faculty, and administrators; and document analyses of syllabi, teaching artifacts, and policy documents will be used to elaborate upon patterns derived from SNA. 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 communitiesThis 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.