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

国家科学院暑期学院(SI)是为了响应2003年国家资源委员会的报告《BIO2010：转变未来研究生物学家的本科教育》而成立的，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，让大学教职员工适应最近的教育研究揭示的有效的教学方法。流动暑期学院(MSI)是SI的创新变体。他们响应了呼吁所有学生体验反映当前科学进步的科学课程，以及科学教育研究人员已证明有效的教学方法和技术，如总统科学和技术顾问委员会(2014)和本科生物学教育的愿景与变化，2011年的一份文件，代表了500多名生物学教职员工和管理人员的观点。MSI使用亨德森的四类变革战略模型，并在当前的SI教学培训模式中增加了三个新的组成部分：1)同行评估，以促进参与者获得反思实践；2)战略规划研讨会，以利用新获得的STEM改革愿景和由流动机构提供的专业知识；以及3)为当地管理人员举办的研讨会，以提高参与者对STEM改革倡议的认识、支持和支持。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，以进行同行评估，使他们能够相互提供反馈，以便他们可以不断改进主动学习策略在课堂上的实施。参加者将参加讲习班，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，以促进对参与者开展的教育改革举措的行政支持。最后，将培训那些在改革自己的教室方面有一定经验的参与者举办暑期学院讲习班，以便在参与校园的两个暑期学校(MSI)后，他们可以在其校园指导暑期学校，从而增加MSI在项目期后的影响。因此，主办机构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节点，此外还将与更大的SI社区建立联系。目前的项目基本上是一个概念的验证。这个项目是由生物科学局，生物基础设施部和教育和人力资源局，本科教育司联合资助的，以支持应对本科教育愿景与变革：行动呼吁http://visionandchange.org/finalreport/.提出的挑战的努力

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/.