Promoting Inclusive Teaching through the Scholarship of Teaching and Learning: A Faculty Learning Community Model

在改善本科STEM教育：西班牙裔服务机构（HSI计划）的支持下，该项目旨在通过建立一个专注于系统探究学生学习的教师学习社区，支持科学，技术，工程和数学（STEM）教师采用包容性教学实践。学习社区工作的重点将是以满足学生需求为中心的包容性教学实践和概念，同时考虑到学生的复杂经历;这些实践将使学生跨越差异参与学习活动。教师采用包容性教学实践是实现学生学业成功的关键，该项目将通过确定实现这一愿景所需的必要支持，解决教师在实施包容性教学实践中面临的挑战。教师学习社区成员将在课堂上收集数据，以调查学生的背景和课堂环境如何影响与包容性和服务性有关的循证教育实践的实施。这一过程将导致教师将教育研究成果转化为教学实践，以改善当地的成果，并广泛传播给其他STEM教师。围绕着学生学习的探究过程建立的教师学习社区将使教师能够探索，采用和使用证据来完善教学实践。该项目将通过教师关于包容性教学的研究项目，以及通过研究小组的工作，他们将调查如何对学生学习进行系统的调查，以支持教师向全纳教学转变。佛罗里达国际大学（FIU）项目的具体目标是制定一个三个-一年的教师学习社区，教师将学习有关包容性和服务性的教育理论和教学和学习（SoTL）技能的奖学金，以调查他们对这些实践的应用。通过访谈，观察和学习社区文件的分析，研究小组将调查与SoTL相关的问题，作为建立教师级支持教学举措的机制。这项研究将提供深入了解如何实施教师学习社区可以使HSI管理员建立本地支持他们的机构愿景。该项目还将探讨在FIU的学术探究和基于学科的教育研究（DBER）的互补作用的衔接，并确定SoTL和DBER在课堂上，对部门和大学的贡献。该项目的教师SoTL调查可能会改善学生的课堂体验，并显着改变教师的教学实践，可以改善未来学生的课堂体验。此外，该项目将为其他教师创建结构和资源，以进行SoTL调查，并与DBER教师建立关系。HSI计划旨在加强本科STEM教育，扩大STEM参与，并建立HSI机构转型的能力。实现这些目标，鉴于HSIs的多样性和背景，需要创新的方法，激励机构和社区转型，促进基础研究（i）参与学生学习，（ii）关于如何有效地使STEM多样化和增加参与，以及（iii）该奖项反映了NSF的法定使命，并被认为值得支持通过使用基金会的知识价值和更广泛的影响审查标准进行评估。

With support from the Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI Program), this project aims to support the adoption of inclusive teaching practices by Science, Technology, Engineering, and Mathematics (STEM) faculty through establishing a faculty learning community focused on systematic inquiry into student learning. The focus of the learning community’s efforts will be on inclusive teaching practices and concepts centered on serving student needs while taking into account students’ complex experiences; these practices will engage students, across their differences, in learning activities. Faculty adoption of inclusive teaching practices is key to realizing students’ academic success, and this project will address challenges faculty face in implementation of inclusive teaching practices by determining the necessary support they need to achieve this vision. Faculty learning community members will collect data in their classrooms to investigate how their students' backgrounds and classroom context influences the implementation of evidence-based educational practices relating to inclusiveness and servingness. This process will result in faculty translating education research results into teaching practice, both to improve local outcomes and to disseminate broadly to other STEM faculty. A faculty learning community built around the process of inquiry focused on student learning will empower faculty to explore, adopt, and use evidence to refine teaching practices. This project will contribute novel findings and knowledge through the faculty's research projects on inclusive teaching, as well as through the work of the research team who will investigate how this systematic inquiry into student learning can be a mechanism for supporting faculty change towards inclusive teaching.The specific aims of the project at Florida International University (FIU) are to develop a three-year faculty learning community in which faculty will learn educational theory regarding inclusiveness and servingness and Scholarship of Teaching and Learning (SoTL) skills to investigate their application of these practices. Through interviews, observations, and analysis of learning community documents, the research team will investigate questions related to SoTL as a mechanism for building faculty-level support for teaching initiatives. This research will provide insight into ways in which implementing a faculty learning community could enable HSI administrators to build local support for their institutional vision. The project will also explore the articulation of the complementary roles of scholarly inquiry and discipline-based education research (DBER) at FIU, and additionally determine the contributions SoTL and DBER make to each other, in the classroom, to a department, and to the university. The project’s faculty SoTL investigations will likely result in improved classroom experiences for students and significant change in faculty teaching practices that could improve the classroom experiences of their future students. In addition, the project will create structures and resources for other faculty to conduct SoTL investigations and to build relationships with DBER faculty. The HSI Program aims to enhance undergraduate STEM education, broaden participation in STEM, and build capacity for institutional transformation at HSIs. Achieving these aims, given the diverse nature and context of the HSIs, requires innovative approaches that incentivize institutional and community transformation and promote fundamental research (i) on engaged student learning, (ii) about what it takes to diversify and increase participation in STEM effectively, and (iii) that improves understanding of how to increase institutional capacity at HSIs.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.