Collaborative Research: Impact of the Summer Institutes on Faculty Teaching and Student Achievement

合作研究：暑期学院对教师教学和学生成绩的影响

• 批准号: 1322861
• 负责人: William Trochim
• 金额: $ 57.22万
• 依托单位: Cornell University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-01-01 至 2018-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1322861&HistoricalAwards=false
• 关键词: Collaborative; Research; Impact; Summer; Institutes

This collaborative project, designed to determine the outcomes of a long standing faculty development effort, includes four institutions, Yale University, the University of Colorado, Boulder, Cornell University, and the University of Connecticut. Over the last decade, the National Academies Summer Institutes (SIs) have trained almost 1,000 faculty and instructional staff in 'scientific teaching,' an approach to STEM instruction based on evidence about how people learn (1, 2). The SIs are designed to teach effective use of active learning and assessment with attention to fostering learning by diverse students. They feature an iterative approach to examining the learning associated with newly introduced teaching practices. At present few studies systematically examine the outcomes of faculty development efforts. This project is a Phase III assessment of the impact of the SI training on participants' teaching practices and their students' outcomes. It entails developing a general system for asking questions about the outcomes of faculty development efforts and using the SIs as a base for testing that system. Intellectual Merit: This project is an important large-scale assessment of scientific teaching practices and their impact on student outcomes. The project is unique because it employs a novel systems evaluation approach to design and applies measures for the adoption of teaching practices and student achievement. This work will create knowledge about educational practices, instructor behavior change, and student outcomes, while developing universal evaluation tools that will be widely disseminated to enable others to evaluate their education initiatives.Broader Impacts: The results from the study of the institutes will help inform future faculty development efforts. In addition, the resulting evaluation system will provide tools for designing and conducting evaluations of complex projects.1. J. Handelsman, S. Miller, C. Pfund, Scientific Teaching. (WH Freeman & Co, 2007).2. C. Pfund et al., Professional development. Summer institute to improve university science teaching. Science (New York, N.Y.) 324, 470 (2009).

这个合作项目，旨在确定长期的教师发展工作的成果，包括四个机构，耶鲁大学，科罗拉多大学，博尔德，康奈尔大学和康涅狄格大学。在过去的十年中，美国国家科学院暑期研究所（SI）已经培训了近1,000名教师和教学人员在“科学教学”，一种基于人们如何学习的证据的STEM教学方法（1，2）。该SI旨在教授有效使用主动学习和评估，并注意促进不同学生的学习。它们采用迭代方法来检查与新引入的教学实践相关的学习。目前，很少有研究系统地研究教师发展努力的成果。该项目是第三阶段评估同传培训对参与者的教学实践和学生成果的影响。它需要开发一个通用系统，询问有关教师发展工作的结果，并使用SI作为测试该系统的基础。智力价值：该项目是对科学教学实践及其对学生成绩影响的重要大规模评估。该项目是独一无二的，因为它采用了一种新的系统评价方法来设计和应用措施，通过教学实践和学生的成绩。这项工作将创造有关教育实践，教师行为变化和学生成果的知识，同时开发通用的评估工具，将被广泛传播，使其他人能够评估他们的教育举措。更广泛的影响：从研究所的结果将有助于通知未来的教师发展工作。 此外，由此产生的评价系统将为设计和进行复杂项目的评价提供工具。J. Handelsman，S.米勒，C. Pfund，科学教学。 (WH Freeman Co，2007）。C. Pfund等人，专业发展。暑期研究所，以改善大学科学教学。科学（纽约）324，470（2009）。