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

这个研讨会项目汇集了直接负责本科教育计划的专业人士，在大约15个STEM领域的学科协会。该研讨会的学术价值在于促进社会代表之间的沟通和合作，以分享基于网络的教育研究（DBER）和跨学科实践的现有知识。此外，这一努力突出了将理论知识有效转化为实际实践的最新见解，以及基于证据的教学策略和计划的传播。讲习班的成果包括：1）出版一份联合文件，阐明各学科学会对采用基于学科的教育研究（DBER）的支持，并详细说明各学会为促进STEM学科的主动学习而采用的策略; 2）从参与的专业学会中确定成功策略的范例，以促进采用基于证据的主动学习策略，并将其记录在公共网站上;以及3）确定是否有一个长期的倡议，旨在鼓励大规模，长期改善本科教学实践是可行的，这样的倡议将需要什么。研讨会的更广泛的影响是通过其主要的STEM学科专业协会的参与感受到的，这些专业协会共同代表了STEM学科的全部范围：物理科学（包括化学，物理和地球科学），生物科学，工程以及数学和统计科学。这些学科学会通过其出版物和在线资源在传播有关DBER的信息方面发挥着关键作用。就个人而言，他们已经建立了一些不同的教师发展模式，并创建了各种机制，以支持教师的持续增长，通过这次研讨会促进合作与协作倍增的影响。

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.