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: 1323258
• 负责人: Mark Graham
• 金额: $ 165.6万
• 依托单位: Yale 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 2020-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1323258&HistoricalAwards=false
• 关键词: Collaborative; Research; Impact; Summer; Institutes

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. The curriculum features an iterative approach to examining the learning benefits associated with these newly introduced teaching practices. At present, only a few studies systematically examine the outcomes of faculty development efforts. This project is an assessment of the effects of SI training on participants' teaching practices and their students' outcomes. This project is developing an evaluation system involving a generalizable protocol for conceptualizing and measuring outcomes of faculty development efforts, using the Summer Institute populations to test this system and its protocol. This effort to determine the outcomes of a long standing faculty development effort is a collaboration among Yale University, the University of Colorado - Boulder, Cornell University, and the University of Connecticut. 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 systems approach to determine effects of the program on adoption of teaching practices and on student achievement. This work is designed to create knowledge about educational practices, instructor behavior change, and student outcomes, while developing broadly useful evaluation tools that can be widely disseminated to enable others to evaluate their STEM education initiatives.Broader Impacts: The results from the study of the institutes are designed to inform future faculty development efforts. The resulting evaluation system provides tools for designing and conducting evaluations of complex projects. In addition, the project is designed to develop important expertise for key participating researchers in the evaluation of faculty development for STEM education.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).

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。 该课程采用迭代方法来检查与这些新引入的教学实践相关的学习益处。 目前，只有少数研究系统地研究教师发展努力的成果。 本研究旨在评估同传训练对参与者的教学实践和学生的学习成效的影响。 该项目正在开发一个评估系统，包括一个可推广的协议，用于概念化和衡量教师发展工作的成果，使用暑期研究所的人口来测试这个系统及其协议。 这项旨在确定长期教师发展成果的努力是耶鲁大学、科罗拉多大学-博尔德分校、康奈尔大学和康涅狄格大学之间的合作。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，因为它采用了系统的方法来确定该计划对采用教学实践和学生成绩的影响。这项工作旨在创造有关教育实践，教师行为变化和学生成果的知识，同时开发广泛有用的评估工具，可以广泛传播，使其他人能够评估他们的STEM教育举措。更广泛的影响：研究机构的研究结果旨在为未来的教师发展工作提供信息。 由此产生的评价系统为设计和进行复杂项目的评价提供了工具。 此外，该项目旨在为主要参与研究人员开发重要的专业知识，以评估STEM教育的教师发展。 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）。