Students at Minority‐Serving Institutions (MSIs) faced significant hardships while trying to learn through emergency remote teaching (ERT) during the COVID‐19 pandemic. Our research aims to investigate if science, technology, engineering, and mathematics (STEM) instructors thought about and enacted more learner‐centered teaching practices to alleviate some of this stress encountered by their students. Using semi‐structured interviews and classroom observations, we utilized inductive and deductive qualitative research methods to examine two questions: (1) To what extent were STEM instructor's perceived pedagogical changes learner‐centered during ERT?; and (2) To what extent were STEM instructor's teaching behaviors and discourse practices learner‐centered during ERT? Our findings revealed that during ERT, STEM instructors described using a variety of pedagogical changes that we identified as learner‐centered under the Weimer framework, including ideas such as enacting flexible late policies and increased usage of formative assessment. Interestingly, we found that many of these learned‐centered changes were happening outside of the classroom. Classroom observations assessing instructor behaviors and discourse demonstrated that STEM instructors enacted practices that aligned with Weimer's five constructs of learner‐centered teaching. Our research highlights implications of learner‐centered teaching practices for STEM instructors as well as researchers.

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如果您以学习者为中心并且知道这一点，请举手：Covid-19 大流行期间科学教师对教学变革的看法和实施

在 COVID-19 大流行期间，少数族裔服务机构 (MSI) 的学生在尝试通过紧急远程教学 (ERT) 学习时面临着巨大的困难。我们的研究旨在调查科学、技术、工程和数学 (STEM) 教师是否考虑并实施了更多以学习者为中心的教学实践，以减轻学生遇到的压力。通过半结构化访谈和课堂观察，我们利用归纳和演绎定性研究方法来研究两个问题：（1）STEM 教师在 ERT 期间感知到的教学变化在多大程度上以学习者为中心？(2) ERT 期间，STEM 教师的教学行为和话语实践在多大程度上以学习者为中心？我们的研究结果显示，在 ERT 期间，STEM 教师描述了使用各种我们认为在 Weimer 框架下以学习者为中心的教学变革，包括制定灵活的后期政策和增加形成性评估的使用等想法。有趣的是，我们发现许多以学习为中心的变化发生在课堂之外。评估教师行为和话语的课堂观察表明，STEM 教师制定的实践与 Weimer 的以学习者为中心的教学的五种结构相一致。我们的研究强调了以学习者为中心的教学实践对 STEM 教师和研究人员的影响。