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.



中文翻译：

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在大型STEM讲座课程中初步实施主动学习策略：从多机构，跨学科的STEM师资培养计划中吸取的教训

背景
在一所四年制区域性综合大学和两所合作社区学院中实施了一项为期四年的教师发展计划。该项目的重点是通过帮助教师采用以学生为中心的包容性教学法，改善每个机构在科学，技术，工程和数学（STEM）入门课程中的学生学习。调查数据与项目前两年收集的课堂视频，教师访谈和学生调查表中的数据相结合，以洞悉教师最初如何实施他们所学的理论和策略，以及学生如何看待参与教师的指导。

结果
这些数据源结合在一起，生成了四个总体主题来表征我们的项目并指导未来的项目。它们是：（1）以学生为中心的学习以多种形式实施；（2）以学生为中心的教学实践的质量实施落后于对这些实践背后的理论的理解；（3）在实施以学生为中心的教学中，最强烈的感知障碍保持不变，而较适度的障碍在第一年和第二年之间的排名有所不同；（4）教师对以学生为中心的学习实践的看法并不总是与学生的看法相同。这些主题源于现有的教师发展文献，它们来自多学科，多机构项目的独特背景，

结论
本文介绍了教师发展项目，以及我们从调查和案例研究中收集和解释的数据，以最终发展这四个主题。还描述了源自这些主题的建议。其中包括对各种教学法进行建模；对教师变动采取切合实际的期望；使教师发展制度化，这样可以持续数年；对有关已知障碍的教师保持透明，并使支持与这些障碍保持一致；并帮助教师制定有关学生以学生为中心的教学法的透明策略。