Assessing Student Learning and Evaluating Faculty Capacity Development in the NSF-Funded Regional Workshops Project

在 NSF 资助的区域研讨会项目中评估学生学习和评估教师能力发展

• 批准号: 0127725
• 负责人: Raffaella Borasi
• 金额: --
• 依托单位: University of Rochester
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2001
• 资助国家: 美国
• 起止时间: 2001-09-15 至 2007-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0127725&HistoricalAwards=false
• 关键词: Assessing; Student; Learning; Evaluating; Faculty

An NSF-funded national dissemination project, "Disseminating Successful Strategies for Fieldwork in Undergraduate Science Curricula" (DUE 0088217), also known as the "Regional Workshops Project" (RWP), began a 5-year effort in 2001 that will eventually conduct 15 regional workshops for 300 undergraduate faculty at the rate of 3 per year. The RWP is engaged in establishing professional learning communities of faculty who 1) create and deliver undergraduate SMET courses that demonstrate that environmental problem solving is an integrative, challenging, effective way to engage undergraduate majors and non-majors, 2) use concepts and field/ laboratory techniques suitable for teaching undergraduates how science is done in a real-world, problem solving context, and 3) use research-based knowledge of how to assess student learning and support their capacity for development as educators on an environmental problem solving-based curriculum for undergraduate SMET courses. This ASA project is simultaneously examining the effects of the NSF-funded Regional Workshops Project (RWP) on improved faculty capacity to foster increased student learning. The approach is to study both the faculty capacity development initiated by the RWP workshops and sustained by interactions and resources (both planned and unplanned) available to faculty following their workshop experience, and the effects of these faculty capacity building processes on student learning. More specifically, this project is studying: 1) the development of RWP participants' capacity to use research on SMET learning and assessment practices in ways that result in changes in the participants approaches and attitudes toward teaching; 2) the extent to which faculty are supported while undertaking significant change in their curriculum and pedagogy (where pedagogy includes assessment activities) in ways that result in improvements in the participants' abilities to develop, sustain, and institutionalize their new environmental problem solving-based courses; and 3) the extent to which students in SMET courses : a) learn SMET concepts in a meaningful way (as defined by Novak, 1999); b) construct a view of SMET disciplines that is consistent with views held by experts in those disciplines; c) construct integrative conceptual frameworks to facilitate their understanding of SMET disciplines; and d) develop positive attitudes and perceptions about SMET disciplines. The project is providing the RWP PIs and regional workshop leaders with formative evaluation of the effectiveness of the regional workshops, and tested instruments and an easy-to-use analysis and report process that workshop leaders can use to undertake formative evaluation of other faculty development workshops with similar goals. These formative evaluations will be designed to help workshop leaders improve the format, content, delivery, and "climate" of the workshop. A tangible outcome will be a tested longitudinal assessment/evaluation process that SMET faculty can adapt to gather credible, dependable, transferable, and confirmable feedback that 1) guides course changes in support of improved student learning and 2) fosters their own professional growth and development.

由 NSF 资助的国家传播项目“传播本科生科学课程实地考察的成功策略”(DUE 0088217)，也称为“区域研讨会项目”(RWP)，于 2001 年开始为期 5 年的努力，最终将以每年 3 次的速度为 300 名本科教师举办 15 次区域研讨会。 RWP 致力于建立教师的专业学习社区，这些教师 1) 创建和提供本科 SMET 课程，证明环境问题解决是一种吸引本科专业和非专业本科生参与的综合性、挑战性和有效方式，2) 使用适合教授本科生如何在现实世界中解决问题的概念和现场/实验室技术，以及 3) 使用基于研究的知识来评估学生的学习和学习情况。 支持他们作为教育工作者在本科 SMET 课程中以解决环境问题为基础的课程发展能力。该 ASA 项目同时正在研究 NSF 资助的区域研讨会项目 (RWP) 对提高教师能力以促进学生学习的影响。该方法是研究由 RWP 研讨会发起并通过教师在研讨会经验后可用的互动和资源（计划内和计划外）维持的教师能力发展，以及这些教师能力建设过程对学生学习的影响。更具体地说，该项目正在研究： 1) 发展 RWP 参与者使用 SMET 学习和评估实践研究的能力，从而改变参与者对教学的方法和态度； 2) 教师在对其课程和教学法（其中教学法包括评估活动）进行重大变革时得到的支持程度，以提高参与者开发、维持和制度化新的以解决环境问题为基础的课程的能力； 3) SMET 课程的学生的程度： a) 以有意义的方式学习 SMET 概念（如 Novak，1999 年所定义）； b) 构建与这些学科专家的观点一致的 SMET 学科观点； c) 构建综合概念框架，以促进他们对 SMET 学科的理解； d) 培养对 SMET 学科的积极态度和看法。该项目为 RWP PI 和区域研讨会领导者提供对区域研讨会有效性的形成性评估，并测试仪器和易于使用的分析和报告流程，研讨会领导者可以使用这些流程对具有类似目标的其他教师发展研讨会进行形成性评估。这些形成性评估旨在帮助研讨会领导者改进研讨会的形式、内容、交付和“氛围”。一个切实的成果将是经过测试的纵向评估/评估过程，SMET 教师可以适应该过程来收集可信、可靠、可转移和可确认的反馈，1) 指导课程变更以支持改进学生的学习，2) 促进他们自己的专业成长和发展。