Mobile Summer Institutes: Creating Points of Transformation in Post-Secondary STEM Education

美国国家科学院暑期研究所（SI）开始响应2003年国家资源理事会报告BIO 2010：为未来的研究生物学家改造本科教育，并在霍华德休斯医学研究所的支持下，从2003年的一个地点发展到2015年的六个地点，每个人都举办为期五天的研讨会，让大学教师适应最近教育研究揭示的有效教学方法。 移动的暑期学院（MSI）是SI的创新变体。 他们响应呼吁，需要所有学生体验科学课程，反映科学和教学方法和技术，科学教育研究人员已证明是有效的，在科学和技术顾问的总统理事会（2014年）和本科生物学教育的愿景和变化，2011年的一份文件代表了500多名生物学教师和管理人员的观点。 MSIs使用亨德森的四类变革战略模型，并在当前的SI教学培训格式中增加了三个新的组成部分：1）同行评价，以促进参与者获得反思实践; 2）战略规划研讨会，以利用移动的机构提供的新获得的STEM改革愿景和专业知识; 3）为地方行政人员举办讲习班，以提高参与者对STEM改革举措的认识、认同和支持。 MSI将前往大学校园，培训参与者积极学习方法和同行评价策略，使他们能够相互提供反馈，以便他们可以不断改进在课堂上实施积极学习策略。 参加者将参加讲习班，以促进制定计划，消除可能阻碍其校园教育改革的具体体制障碍。 还将为地方行政人员举办讲习班，以促进对参与者开展的教育改革举措的行政支助。最后，参与者谁在改革自己的教室有一定的经验，将接受培训，目前暑期学院讲习班，使后，参与了两个（MSI）在他们的校园，他们可以直接在他们的校园暑期学院，从而增加了MSI的影响超出了项目期。因此，东道机构除了与更广泛的职业介绍所社区联系外，还将成为在其不断扩大的地方学校网络内传播教育改革共同框架的中心。目前的项目基本上是一个概念验证。该项目由生物基础设施部生物科学理事会和本科教育部教育和人力资源理事会共同资助，以支持应对本科教育中的愿景和变革所带来的挑战：行动呼吁http://visionandchange.org/finalreport/。

The National Academies Summer Institutes (SI) began in response to the 2003 National Resource Council report BIO2010: Transforming Undergraduate Education for Future Research Biologists and, with support from the Howard Hughes Medical Institute, have evolved from one site in 2003 to six sites in 2015, each conducting five day workshops to engage university faculty in adapting effective teaching approaches as revealed by recent educational research. The Mobile Summer Institutes (MSIs) are an innovative variation on the SI. They respond to the call for the need for all students to experience science courses that reflect current advances in science and teaching approaches and technologies that science education researchers have proven to be effective, as stated in the President's Council of Advisors on Science and Technology (2014) and Vision and Change in Undergraduate Biology Education, a 2011 document representing the views of over 500 biology faculty and administrators. The MSIs use Henderson's model of Four Categories of Change Strategies and add three new components to the current SI pedagogical training format: 1) peer evaluation to foster acquisition of reflective practices by participants; 2) a strategic planning workshop to leverage the newly acquired STEM reform vision and expertise supplied by the mobile institutes; and 3) a workshop for local administrators to foster awareness, buy-in and support for STEM reform initiatives by participants. The MSIs will travel to college campuses to train participants in active learning methods and strategies for peer-evaluation that will allow them to provide feedback to one another so that they may continually improve their implementation of the active learning strategies in their classrooms. Participants will take part in workshops that will facilitate the development of plans to address specific institutional barriers that may inhibit educational reform on their own campuses. Workshops will also be held for local administrators to foster administrative support for the education reform initiatives that participants undertake. Finally, participants who have some prior experience in reforming their own classrooms will be trained to present the summer institute workshops so that, after being involved in two (MSIs) on their campuses, they can direct summer institutes on their campuses, thus increasing the impact of the MSIs beyond the project period. The host institutions will thus become nodes for diffusion of a common framework for educational reform within their growing local network of schools in addition to connecting with the greater SI community. The current project is essentially a proof of concept.This project is funded jointly by the Directorate for Biological Sciences, Division of Biological Infrastructure and the Directorate for Education and Human Resources, Division of Undergraduate Education in support of efforts to address the challenges posed in Vision and Change in Undergraduate Education: A Call to Action http://visionandchange.org/finalreport/.