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: 1323019
• 负责人: Jennifer Knight
• 金额: $ 47.61万
• 依托单位: University of Colorado at Boulder
• 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 2019-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1323019&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).

该合作项目旨在确定长期教师发展努力的结果，包括四所机构，耶鲁大学，科罗拉多大学，博尔德大学，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学院（si）已经培训了近1000名教师和教学人员进行“科学教学”，这是一种基于人们如何学习的证据的STEM教学方法（1,2）。si的目的是教授有效地使用主动学习和评估，并注重促进不同学生的学习。它们的特点是采用迭代的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考察教师发展努力的成果。本项目是对科学探究训练对参与者的教学实践和学生成绩影响的第三阶段评估。它需要开发一个通用系统，用于询问有关教师发展努力的结果的问题，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。该项目的独特之处在于，它采用了一种新颖的系统评估方法来设计和应用教学实践和学生成绩采用的措施。这项工作将创造有关教育实践、教师行为改变和学生成绩的知识，同时开发将广泛传播的通用评估工具，使其他人能够评估其教育举措。更广泛的影响：这些研究所的研究结果将有助于为未来的教师发展工作提供信息。此外，由此产生的评价制度将为设计和进行复杂项目的评价提供工具。J. Handelsman， S. Miller， C. Pfund，科学教学。（WH Freeman &; Co ., 2007）C. Pfund等人，专业发展。提高大学科学教学水平的暑期研修。科学（纽约，纽约州）324, 470（2009）。