Assessing the impact of a disciplinary Teaching and Learning Center on current and future faculty professional development

这个项目，评估学科教学中心对当前和未来教师专业发展的影响，解决了一个紧迫的国家需要，即确定、评估和促进成功的模式，以增加教师和研究生参与有意义的努力，以振兴本科科学课程。该项目调查了以学科为基础的教学中心和一系列有前途的专业发展活动的影响，这些活动旨在建立教师驱动的科学课程改革教学创新。这些类型的努力有可能提高大量本科生的教育经验。有前景的做法包括教学和学习研讨会、访问学者的教学研讨会、学科和跨学科的教学社区、个性化指导以及为教师和研究生参加教学会议提供旅费补助。智力价值：该项目有可能为教师和机构如何通过参与精心设计的专业发展工作来建立卓越的本科科学教育能力提供证据。更广泛的影响：该项目有可能通过识别、调查和推广教师专业发展模式，为越来越多的关于教师专业发展对STEM教学和学习影响的文献做出贡献。此外，该项目开始研究教师参与专业发展活动的成果与教师驱动的科学教育创新的学生成果之间的关系。

The project, Assessing the Impact of a Disciplinary Teaching and Learning Center on Current and Future Faculty Professional Development, addresses a pressing national need to identify, assess, and promote successful models for increasing faculty and graduate student involvement in meaningful efforts to revitalize the undergraduate science curriculum. The project investigates the impact of a disciplinary-based teaching and learning center and a set of promising professional development activities directed at establishing faculty-driven innovations in curriculum reform teaching in science. These types of efforts have the potential to enhance the educational experience of large numbers of undergraduate students. Promising practices include teaching and learning workshops, teaching seminars by visiting scholars, disciplinary and interdisciplinary teaching communities, individualized mentoring, and travel grants for faculty and graduate students to attend teaching conferences. Intellectual merit: The project has the potential to provide evidence on how faculty and institutions can build capacity for excellence in undergraduate science education through participation in well-designed professional development efforts. Broader impacts: The project has the potential to contribute to the growing literature on the impact of faculty professional development on teaching and learning in STEM through the identification, investigation, and promotion of models of faculty professional development. In addition, the project begins to examine the association between faculty outcomes from participation in professional development activities with student outcomes from faculty-driven innovation in science education.