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

评估学科教学中心对当前和未来教师专业发展的影响

基本信息

批准号：
0942020
负责人：
Gili Ad-Marbach
金额：
$ 19.91万
依托单位：
University of Maryland, College Park
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2010
资助国家：
美国
起止时间：
2010-06-01 至 2013-11-30
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=0942020&HistoricalAwards=false
关键词：
Assessing impact disciplinary Teaching Learning

项目摘要

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.

该项目，评估学科教学和学习中心对当前和未来教师专业发展的影响，解决了迫切的国家需要确定，评估和促进成功的模式，增加教师和研究生参与有意义的努力，振兴本科科学课程。该项目调查的影响，以学科为基础的教学和学习中心和一套有前途的专业发展活动，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。有前途的做法包括教学和学习研讨会，教学研讨会访问学者，学科和跨学科的教学社区，个性化的指导，教师和研究生参加教学会议的旅费赠款。智力优点：该项目有可能提供证据，说明教师和机构如何通过参与精心设计的专业发展工作，在本科科学教育中建立卓越的能力。更广泛的影响：该项目有可能通过教师专业发展模式的识别，调查和推广，为教师专业发展对STEM教学和学习的影响提供越来越多的文献。此外，该项目开始研究教师的成果参与专业发展活动与学生的成果，教师驱动的科学教育创新之间的关联。