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

国家科学院暑期学院（SI）是响应2003年国家资源委员会的报告BIO2010：为未来的研究生物学家转变本科教育而开始的，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，每个地点举办五天的研讨会，让大学教师参与适应最近教育研究揭示的有效教学方法。流动暑期学院（MSIs）是SI的创新变体。他们响应了这样一种呼吁，即所有学生都需要体验科学课程，这些课程反映了科学教育研究人员已经证明有效的科学和教学方法和技术的当前进展，正如总统科学技术顾问委员会（2014年）和本科生物学教育的愿景与变化（2011年的一份文件）所述，代表了500多名生物学教师和管理人员的观点。msi使用亨德森的四类变革策略模型，并在当前的科学探究教学培训形式中增加了三个新的组成部分：1)同伴评估，以促进参与者获得反思实践；2)策略规划工作坊，利用流动学院提供的新获得的STEM改革愿景和专业知识；3)为地方管理人员举办研讨会，以提高参与者对STEM改革倡议的认识、认同和支持。msi将前往大学校园，对参与者进行主动学习方法和策略的培训，以供同行评估，这将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主动学习策略。与会者将参加讲习班，这些讲习班将促进制定计划，以解决可能阻碍本国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，以促进对参与者所采取的教育改革倡议的行政支助。最后，在改造自己的教室方面有一些经验的参与者将接受培训，以便在参与了校园中的两个（msi）之后，他们可以指导校园中的夏季研究所，从而在项目期间增加msi的影响。因此，除了与更大的SI社区联系外，东道国机构将成为在其不断增长的当地学校网络中传播共同教育改革框架的节点。目前的项目本质上是一个概念验证。该项目由生物基础设施司生物科学司和教育和人力资源司本科教育司联合资助，以支持应对《本科教育的愿景与变革：行动呼吁》http://visionandchange.org/finalreport/所提出的挑战。

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/.