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

这一讲习班项目汇集了STEM领域约15个学科协会直接负责本科教育倡议的专业人员。讲习班的学术价值在于它促进了社会代表之间的交流和合作，目的是分享现有的基于学科的教育研究和跨学科实践的知识。此外，这一努力突出了在有效地将理论知识转化为实际实践和传播循证教学战略和方案方面的最新见解。讲习班的成果包括：1)出版一份联合文件，澄清各学科学会对采用学科为本的教育研究(DBER)的支持，并详细说明各学会为促进跨STEM学科的主动学习而采取的战略；2)确定促进参与的专业学会采用循证主动学习策略的成功战略范例，并将其记录在公共网站上；3)确定一项旨在促使本科教学实践得到大范围、长期改进的较长期计划是否可行，以及这样的计划将带来什么。讲习班的更广泛影响通过其主要的STEM学科专业学会的参与而感受到，这些学会共同代表了STEM学科的所有领域：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。这些学科学会在通过其出版物和在线资源传播有关DBER的信息方面发挥了关键作用。就个人而言，他们已经建立了许多不同的教师发展模式，并创建了各种机制来支持教师的持续增长，通过这次研讨会促进的合作和协作扩大了这种影响。

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.