A Collaborative Professional Development Program for Science Faculty and Graduate Students in Support of Education Reform at Two-Year Hispanic-Serving Institutions
A Collaborative Professional Development Program for Science Faculty and Graduate Students in Support of Education Reform at Two-Year Hispanic-Serving Institutions
复制标题
支持两年制西班牙裔服务机构教育改革的理学院和研究生协作专业发展计划
DOI：
10.1021/bk-2019-1335.ch010
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
Borrego, Maura J.
中科院分区：
文献类型：
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作者：
Brown, David R.;Brydges, Stacey;Lo, Stanley M.;Denton, Maya E.;Borrego, Maura J.
教育研究的新启示强调了有效促进学生在本科科学课程中取得成功的策略。本章介绍了一个试点专业发展的科学教育工作者在高等教育，旨在实施这些战略，在为期两年的西班牙裔服务机构（2 Y-HSIs）。来自2 Y-HSIs的科学教师和研究生在一所研究型大学共同参加了本文所述的协作专业发展活动。这个独特的计划，comingles在职和职前教育工作者的设计是由以前的研究：持久的变化，科学教育需要比简单地告知教育工作者有效的教学方法。经过全面的为期三天的研讨会，重点是通过向后设计重构大学科学课程，2 Y-HSI教职员工和研究生合作伙伴在接下来的一年里共同努力，设计，实施和评估旨在促进课堂主动学习的干预措施的影响在2 Y-HSI。为了支持这一努力，研究生接受了关于如何进行课堂观察和提供有效的反馈给2 Y-HSI教师的额外培训。通过定期举行项目会议，使参与者能够分享进展、交流想法、征求意见和指导，进一步培养了实践社区。一个高潮会议，在此期间，2 Y-HSI教师研究生团队提出了他们正在进行的工作的海报，提供了一个顶点的经验。在本章中，我们邀请教师和管理人员从两年制学院（2 YCs），特别是2 Y-HSIs，和研究型大学考虑这种合作的专业发展努力的潜力。
Emerging revelations from education research have underscored strategies which effectively promote student success in undergraduate science courses. This chapter describes a pilot professional development for science educators in higher education aimed at implementing these strategies at two-year Hispanic-serving institutions (2Y-HSIs). Science faculty members from 2Y-HSIs and graduate students at a research university participated jointly in the collaborative professional development activities described herein. The design of this unique program that comingles in-service and pre-service educators was informed by prior research: Enduring change in science education necessitates more than simply informing educators about effective instructional approaches. Following a comprehensive three-day workshop focused on restructuring college science courses via backward design, 2Y-HSI faculty members and graduate student partners worked together over the next year to devise, implement, and assess the impact of interventions intended to promote active learning in classrooms at the 2Y-HSIs. In support of this effort, the graduate students received additional training on how to conduct classroom observations and provide effective feedback to the 2Y-HSI faculty. A community of practice was further cultivated via regular project meetings that enabled participants to share progress, exchange ideas, and solicit advice and guidance. A culminating session, during which the 2Y-HSI faculty member-graduate student teams presented posters of their ongoing work, offered a capstone experience. In this chapter, we invite faculty members and administrators from two-year colleges (2YCs), especially 2Y-HSIs, and research universities to consider the potential of such collaborative professional development efforts.