Integration of Strategies that Support Undergraduate Education in STEM (ISSUES)

该研讨会项目汇集了大约15个STEM领域学科学会直接负责本科教育计划的专业人员。研讨会的智力价值在于促进社会代表之间的交流和合作，以分享学科教育研究（DBER）的现有知识和跨学科实践。此外，这项工作还突出了将理论知识有效转化为实际实践和传播基于证据的教学策略和计划的最新见解。研讨会成果包括：1)发表一份联合文件，阐明各学科学会对采用学科为本的教育研究（DBER）的支持，并详细说明各学科学会为促进STEM学科的主动学习所采用的策略；2)从参与的专业协会中找出促进采用循证主动学习策略的成功策略范例，并将其记录在公共网站上；3)确定一项旨在促进大规模、长期改善本科教学实践的长期倡议是否可行，以及这种倡议将带来什么。通过主要STEM学科专业协会的参与，可以感受到研讨会的更广泛影响，这些专业协会共同代表了STEM学科的全部领域：物理科学（包括化学、物理和地球科学）、生物科学、工程学以及数学和统计科学。这些学科协会在通过其出版物和在线资源传播关于DBER的信息方面发挥着关键作用。个别而言，他们已经建立了许多不同的师资发展模式，并创建了各种机制来支持师资队伍的持续发展，而通过这次研讨会促进的合作与协作使这种影响倍增。

This workshop project is bringing together professionals directly responsible for undergraduate education initiatives at approximately fifteen disciplinary societies in STEM fields. The workshop's intellectual merit lies in its fostering of communication and collaboration among society representatives for the purpose of sharing existing knowledge of Discipline-Based Education Research (DBER) and practice across disciplines. Furthermore this effort is highlighting the latest insights into effective translation of theoretical knowledge into actual practice and propagation of evidence-based instructional strategies and programs. Workshop outcomes include: 1) publishing a joint document clarifying the support of the disciplinary societies for the adoption of discipline-based education research (DBER) and detailing the strategies employed by the societies to promote active learning across the STEM disciplines; 2) identifying exemplars of successful strategies for fostering adoption of evidence-based active learning strategies from the participating professional societies and documenting them on a public website; and 3) determining whether or not a longer-term initiative designed to instigate wide-scale, long-term improvement in undergraduate teaching practices is feasible and what such an initiative would entail. The broader impacts of the workshop are felt through its engagement of major STEM disciplinary professional societies that collectively represent the full range of the STEM disciplines: physical sciences (including chemistry, physics, and geoscience), biological sciences, engineering, and the mathematical and statistical sciences. These disciplinary societies play a critical role in disseminating information about DBER through their publications and online resources. Individually, they have already established a number of different models for faculty development and created a variety of mechanisms to support continuing faculty growth, and the cooperation and collaboration fostered through this workshop multiplies that influence.