一个框架培训研究生和校园社区在包容性教学
Berit E Batterton1, C Melman Neill1, Christopher R Biggs1
1The University of Texas at Austin, Marine Science Institute, Port Aransas, Texas, USA.
为研究生教学助理 (TA) 提供包容性教学方面的正式培训,提高教学技能,促进公平的科学教育. 这项研究分享了一个框架,以广泛实施此类计划.
科学领域:
- 海洋科学教育 海洋科学教育
- 在STEM教学方面,
背景情况:
- 研究生助教 (TA) 在大学教育中至关重要,但往往缺乏正式的教学培训.
- 有限的正式培训可能会推迟采用包容性教学策略,影响科学中代表性不足的群体.
- 非正式的技能发展可能不能充分为研究人员提供有效和公平的教学角色.
研究的目的:
- 开发和实施一个包容性的教学系列的研究生TA在海洋科学系.
- 提供一个框架和资源,以便在包容性教学实践中更广泛地采用正式的TA培训.
- 增强TA对教学有效性,科研准备和科学传播的信心.
主要方法:
- 校园范围内的关于教学研究的讨论.
- 专家领导的关于基于证据的教学策略的研讨会.
- 一个专业发展模块,用于包容性课程规划,教学和反.
主要成果:
- 在海洋科学系内成功实施包容性教学系列.
- 开发一个可转移的框架和资源,用于TA培训.
- 对TA的信心和为包容性教学做好准备的积极影响.
结论:
- 对于毕业的TA来说,正式的包容性教学培训对教学技能和科学传播有好处.
- 开发的框架可以指导其他研究生课程实施类似的包容性教学倡议.
- 采用包容性教学实践对于在STEM中创造公平的教育环境至关重要.
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