Short and Long-Term Impacts of the Cottrell Scholars Collaborative New Faculty Workshop.
Short and Long-Term Impacts of the Cottrell Scholars Collaborative New Faculty Workshop.
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科特雷尔学者合作新教师研讨会的短期和长期影响。
DOI：
10.1021/acs.jchemed.5b00324
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发表时间：
2015
影响因子：
3
通讯作者：
Devasmita Chakraverty
中科院分区：
文献类型：
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作者：
M. Stains;Matthew Pilarz;Devasmita Chakraverty
中学后的化学教师通常很少接受教育培训，作为研究生和博士后研究助理。此外，专业发展的机会往往是有限的，在自己的机构。这种培训的缺乏导致了化学课程中制定的教学策略与基于学科的教育研究结果之间的差距。科特雷尔学者合作的成员在2012年发起了新教师研讨会（CSC NFW）计划，以解决这一差距。这个为期两天的年度研讨会为来自研究密集型大学的新聘化学助理教授提供基于证据的教学实践培训。本文介绍了一个纵向，准实验设计研究，评估研讨会的短期和长期影响的结果。在研讨会之前和之后立即收集了在线调查，以及一年后从CSC NFW参与者和一个控制组中收集的调查结果。
Postsecondary chemistry instructors typically have received little pedagogical training as graduate students and postdoctoral research assistants. Moreover, professional development opportunities are often limited at their own institution. This lack of training has resulted in a gap between the instructional strategies enacted in chemistry courses and the results of discipline-based education research. Members of the Cottrell Scholars Collaborative initiated the New Faculty Workshop (CSC NFW) program in 2012 in order to address this gap. This annual, two-day workshop provides newly-hired chemistry assistant professors from research-intensive universities with training on evidence-based instructional practices. This article presents the results of a longitudinal, quasi-experimental design study that evaluates the short and long-term impacts of the workshop. Online surveys were collected immediately before and after the workshop, as well as one year later from CSC NFW participants and a control group that c...