WISER - Workshops on Infrastructure for STEM Education Research

评估/研究（91）该项目由两个国家领导人参与的研讨会组成，其目标是推进支持高等教育中STEM教育研究（包括跨学科研究）的国家基础设施。 这些研讨会被称为：STEM教育研究基础设施研讨会（WISER）。WISER研讨会的重点是如何最好地开发一个管理国家STEM教育研究评估数据库（DANSER）的广泛联盟。 DANSER被设计成支持STEM教育国家领导人所设想的研究文化所需的核心基础设施的一部分。 智力优势：通过CCLI和其他校外支持计划，许多教学创新已经开发和试点。然而，仍有许多工作要做，以科学地评估这些干预措施在受控的实验条件下，以确定其对学生的学习或态度的影响，以及他们的便携性，以其他机构和人口。这类科学调查的一个主要障碍是缺乏用于评价和评估的共同的、经常使用的工具，缺乏可用来确保实验性试验质量的国家机构联盟，以及在某些领域被视为理所当然的研究基础设施的其他要素。 更广泛的影响：俄亥俄州州立大学正在开发的DANSER系统一旦达到完成的关键阶段，将是一种具有潜在高价值的资源。导师可以比较学生？学习和对国家规范的态度，更容易评估他们在教学方法上的变化如何影响学生的成绩。STEM教育研究人员可以利用已经收集一致的基线数据的机构联盟来评估新的想法，而与该联盟合作的工具作者将能够大大减少开发时间，从而允许更广泛的概念被测量。

Assessment / Research (91)This project is comprised of two workshops involving national leaders with the goal of advancing the national infrastructure supporting STEM education research, including cross-disciplinary research, in higher education. These workshops are called: Workshops on Infrastructure for STEM Education Research (WISER). A focus of the WISER workshops is how best to develop a broad consortium administering a Database for the Assessment of National STEM Education Research (DANSER). DANSER is being designed to be part of the core infrastructure needed to support the research culture envisioned by national leaders in STEM education. Intellectual Merit: Through CCLI and other extramural support programs, many teaching innovations have been developed and piloted. However, much work remains to be done to scientifically evaluate these interventions under controlled experimental conditions to establish their impact on student learning or attitudes and their portability to other institutions and populations. A key barrier to such scientific investigations is the lack of common regularly applied instruments used for evaluation and assessment, the lack of national consortia of institutions to draw on to ensure the quality of the conduct of experimental trials, and other elements of a research infrastructure that are taken for granted in some fields. Broader Impacts: The DANSER System under development at Ohio State University is a resource of potential high value once it has reached a critical stage of completion. Instructors would be able to compare their students? learning and attitudes to national norms and more readily evaluate how changes they make in their pedagogy affect student outcomes. STEM education researchers can draw on a consortium of institutions, already gathering consistent base-line data, to evaluate new ideas while instrument authors collaborating with this consortium will be able to substantially reduce development time and thus allow for a greater breadth of concepts to be measured.