Monti Denise L, Gill Julia C, Adair Tamarah L, Adams Sandra D, Ahumada-Santos Yesmi Patricia, Amaya Isabel, Anders Kirk R, Anderson Justin R, Antunes Mauricio S, Ayuk Mary A, Baliraine Frederick N, Bates Tonya C, Beyer Andrea R, Bhalla Suparna S, Bouklas Tejas, Bullock Sharon K, Butela Kristen A, Byrum Christine A, Caruso Steven M, Chong Rebecca A, Chung Hui-Min, Conant Stephanie B, Condon Brett M, Crump Katie E, D'Elia Tom, Dennis Megan K, DeVeaux Linda C, Diacovich Lautaro, Diaz Arturo, Duffy Iain, Edwards Dustin C, Fallest-Strobl Patricia C, Findley Ann M, Fisher Matthew R, Fogarty Marie P, Frost Victoria J, Gainey Maria D, Galle Courtney S, Gibb Bryan, Golebiewska Urszula P, Gramajo Hugo C, Grinath Anna S, Guerrero Jennifer A, Guild Nancy A, Gunn Kathryn E, Gurney Susan M, Hughes Lee E, Jayachandran Pradeepa, Johnson Kristen C, Johnson Allison A, Kanak Alison E, Kanther Michelle L, King Rodney A, Kohl Kathryn P, Lee-Soety Julia Y, Lewis Lynn O, Lindberg Heather M, Madden Jaclyn A, Martin Breonna J, Mastropaolo Matthew D, McClory Sean P, Merkhofer Evan C, Merkle Julie A, Mitchell Jon C, Mussi María Alejandra, Nieto-Fernandez Fernando E, Nissen Jillian C, Nsa Imade Y, O'Donnell Mary G, Overath R Deborah, Page Shallee T, Panagakis Andrea, Parra Unda Jesús Ricardo, Pass Michelle B, Morales Tiara G Perez, Peters Nick T, Plymale Ruth, Pollenz Richard S, Reyna Nathan S, Rinehart Claire A, Rocheleau Jessica M, Rombold John S, Rossier Ombeline, Rudner Adam D, Rueschhoff Elizabeth E, Shaffer Christopher D, Smith Mary Ann V, Sprenkle Amy B, Sunnen C Nicole, Thomas Michael A, Tigges Michelle M, Tobiason Deborah M, Tolsma Sara S, Garcia Julie Torruellas, Uetz Peter, Vazquez Edwin, Ward Catherine M, Ware Vassie C, Washington Jacqueline M, Waterman Matthew J, Westholm Daniel E, Wheaton Keith A, White Simon J, Williams Beth C, Williams Daniel C, Wisner Ellen M, Biederman William H, Cresawn Steven G, Heller Danielle M, Jacobs-Sera Deborah, Russell Daniel A, Hatfull Graham F, Asai David J, Hanauer David I, Graham Mark J, Sivanathan Viknesh
Hicks Honors College, University of North Florida, Jacksonville, Florida 32224, USA.
Metropolitan Policy Department, Brookings Institution, Washington, District of Columbia 20036, USA.
Front Educ (Lausanne). 2024;9:1442318. doi: 10.3389/feduc.2024.1442318. Epub 2024 Aug 20.
Over the last two decades, there have been numerous initiatives to improve undergraduate student outcomes in STEM. One model for scalable reform is the inclusive Research Education Community (iREC). In an iREC, STEM faculty from colleges and universities across the nation are supported to adopt and sustainably implement course-based research - a form of science pedagogy that enhances student learning and persistence in science. In this study, we used pathway modelling to develop a qualitative description that explicates the HHMI Science Education Alliance (SEA) iREC as a model for facilitating the successful adoption and continued advancement of new curricular content and pedagogy. In particular, outcomes that faculty realize through their participation in the SEA iREC were identified, organized by time, and functionally linked. The resulting pathway model was then revised and refined based on several rounds of feedback from over 100 faculty members in the SEA iREC who participated in the study. Our results show that in an iREC, STEM faculty organized as a long-standing community of practice leverage one another, outside expertise, and data to adopt, implement, and iteratively advance their pedagogy. The opportunity to collaborate in this manner and, additionally, to be recognized for pedagogical contributions sustainably engages STEM faculty in the advancement of their pedagogy. Here, we present a detailed pathway model of SEA that, together with underpinning features of an iREC identified in this study, offers a framework to facilitate transformations in undergraduate science education.
在过去二十年里，为提高本科生在科学、技术、工程和数学（STEM）领域的学习成果，人们采取了众多举措。一种可扩展改革的模式是包容性研究教育社区（iREC）。在一个iREC中，来自全国各高校的STEM教师会得到支持，以采用并可持续地实施基于课程的研究——这是一种科学教学法，能增强学生在科学领域的学习效果和坚持度。在本研究中，我们使用路径建模来进行定性描述，阐明霍华德·休斯医学研究所（HHMI）科学教育联盟（SEA）的iREC作为一种促进成功采用并持续推进新课程内容和教学法的模式。具体而言，我们确定了教师通过参与SEA的iREC所实现的成果，按时间进行了组织，并建立了功能联系。然后，根据参与该研究的SEA的iREC中100多名教师的几轮反馈，对所得的路径模型进行了修订和完善。我们的研究结果表明，在一个iREC中，作为一个长期实践社区组织起来的STEM教师相互借力、借助外部专业知识和数据，来采用、实施并迭代推进他们的教学法。以这种方式进行合作的机会，以及另外因教学贡献而获得认可，能持续促使STEM教师推进他们的教学法。在此，我们展示了SEA的详细路径模型，该模型连同本研究中确定的iREC的基础特征，提供了一个促进本科科学教育变革的框架。
