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首页> 外文期刊>International Journal of STEM Education >Initial implementation of active learning strategies in large, lecture STEM courses: lessons learned from a multi-institutional, interdisciplinary STEM faculty development program
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Initial implementation of active learning strategies in large, lecture STEM courses: lessons learned from a multi-institutional, interdisciplinary STEM faculty development program

机译：初步实施大型讲座课程中的积极学习策略：从多机构，跨学科斯托教师发展计划中汲取的经验教训

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Background A faculty development program was implemented over four?years at a 4-year regional comprehensive university and two partnering community colleges. This project was focused on improving student learning in introductory Science, Technology, Engineering, and Math (STEM) courses at each institution, by helping faculty adopt inclusive, student-centered pedagogies. Survey data were combined with data from classroom videos, faculty interviews, and student questionnaires collected during the first two?years of the project to give insight into how faculty initially implemented the theory and strategies they learned and how the students perceived instruction from participating faculty. Results These data sources were combined to generate four overall themes to characterize our project and guide future projects. These are: (1) implementation of student-centered learning took a variety of forms; (2) quality implementation of student-centered teaching practices lagged behind understanding of the theory behind those practices; (3) the most robust perceived barriers to implementation of student-centered teaching stayed constant, while more moderate barriers were ranked differently from year 1 to year 2; and (4) faculty perceptions of student-centered learning practices were not always the same as students’ perceptions. These themes build from the extant faculty development literature in that they are drawn from the unique context of a multidisciplinary, multi-institutional project, and that they represent an “on the ground” perspective from case studies combined with “big picture” findings from surveys. Conclusions This paper describes the faculty development project, as well as our collection and interpretation of data from surveys and case studies, to ultimately develop the four themes. Recommendations deriving from these themes are also described. These include modeling a variety of pedagogies; adopting realistic expectations for faculty change; institutionalizing faculty development so it can take place over multiple years; being transparent with faculty about known barriers and aligning supports with those barriers; and helping faculty develop strategies for transparency with students about student-centered pedagogies.
机译：背景技术教师发展计划在4年的区域综合大学和两个合作社区院校实施了四年的时间。通过帮助教师采用包容性，以学生为中心的教学，该项目侧重于改善每个机构的介绍性科学，技术，工程和数学（Stem）课程的学生学习。调查数据与课堂视频，教师访谈和学生问卷的数据相结合，在前两个项目中收集的学生调查问卷，以了解教师最初实施的理论和战略，以及学生如何感知来自参与教师的教学。结果这些数据源已组合以生成四个整体主题，以表征我们的项目并指导未来的项目。这些是：（1）以学生为中心的学习实施采取了各种形式; （2）以学生为中心的教学实践的质量实施落后于这些实践背后的理论的理解; （3）最强大的感知障碍的实施学生中心的教学持续持续，而更温和的障碍在1年至2年级中排名不同; （4）学生中心学习实践的教师看起来并不总是与学生的看法相同。这些主题从现存的教师发展文献中建立，因为他们是从多学科，多机构项目的独特背景中汲取的，并且他们代表了“在地面”的角度，从案例研究结合调查的“大局”调查结果。结论本文介绍了教师发展项目，以及我们的收集和解释来自调查和案例研究的数据，最终发展为四个主题。还描述了来自这些主题的建议。这些包括建模各种教学;采用对教师变革的现实期望;制度化教师发展，所以它可能发生多年;与教师透明，关于已知的障碍并与这些障碍对准支持;并帮助教师制定与学生以学生为中心的教学的透明度的策略。

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