A New Wave of Scientific Teaching

生物科学（61）本项目的目标是通过培养大批教师和未来的教师，以严谨和研究精神来教授科学，从而改变本科生物学教育。正在进行的活动包括：1)评估两套干预措施的有效性，这些干预措施旨在改善教师对本科生物学教育的方法；2)改进评价工具的开发。预期的结果包括一套严格检验假设的结果，以及一系列电子调查和其他评价工具，这些工具将促进全国其他机构的评价。两套干预措施包括：1)威斯康星大学面向未来教师（研究生和博士后）的科学教学研讨会；2)每年一度的美国国家科学院生物本科教育暑期学院（针对各种机构的在职教师，但重点关注那些既从事研究又从事教学的教师）。科学教学研讨会每半年举办一次。这是一个三门课程的系列课程，包括一个学期关于教学科学和教材开发的密集课程。在第一学期，参与者利用他们的知识和技能来开发教学材料，并由他们的同龄人评论。在下一个学期，参与者在春季的本科生物学课程中教授他们的材料（与课程讲师合作），然后评估，修改和传播这些材料。暑期学院为期一周，后续为一学年，每年可容纳约80名教师。所包括的活动集中反映了科学教学研讨会的活动。评估计划旨在衡量对参与者、他们的学生和他们的机构的影响。具体衡量的是：1)参与者（教师和未来的教师）将他们所学到的知识应用到教学中的程度，影响所在机构其他教师的程度，以及影响未来教师的程度；2)对学生学习的影响，包括展示更深层次的学习和保留生物概念和批判性思维技能。评估包括分析现有数据（自2003年以来收集的）和收集新数据。来自过去参与者的定性数据包括书面教学理念（前期和后期）、课程作业和考试、离职面谈以及关于知识和技能收获的简答调查问题。定量数据包括对自我报告在知识、技能和科学教学态度方面的收获的电子和纸质调查。此外，正在对学生从参与者讲授的本科课程中学习的数据进行分析。定性数据包括课程作业、预考和考试。定量数据包括每周的预测验和自我报告的知识、技能和对生物学的态度的收获。所有评估方法的结果都被用来指导上述两种干预措施的设计变化，并制定了一套全国性的调查，以衡量教师增强项目对参与者、学生和机构的影响。

Biological Science (61) The goal of this project is to transform undergraduate biology education by training a legion of faculty and future faculty to teach science with the rigor and spirit of research. Activities in progress include: 1) evaluation of the effectiveness of two sets of interventions designed to improve faculty approaches to undergraduate biology education; and 2) development of improved evaluation tools. Expected outcomes include a set of results that rigorously test the hypothesis and a series of electronic surveys and other evaluation tools that will facilitate evaluation at other institutions nationally. The two sets of interventions include: 1) the Scientific Teaching Seminar at the University of Wisconsin aimed at future faculty (graduate students and post docs); and 2) the annual National Academies Summer Institute on Undergraduate Education in Biology (aimed at current faculty at a variety of institutions but with a focus on those heavily involved in research as well as teaching). The Scientific Teaching seminar is taught semi-annually during the academic year. It is a three-course series including a semester of intensive coursework about teaching science and instructional materials development. During the first semester, participants use their knowledge and skills to develop instructional materials that are commented upon by their peers. In the next semester, participants teach their materials in an undergraduate biology course (in collaboration with course instructors) in the spring, and then evaluate, revise, and disseminate the materials. The summer institute lasts one week with an academic year follow-up and accommodates approximately eighty faculty each year. Activities included mirror those in the Scientific Teaching Seminars on a concentrated scale.The evaluation plan is designed to measure impacts on the participants, their students, and their institutions. Specifically being measured are: 1) the extent to which participants (faculty and future faculty) apply what they have learned to their teaching, influence other faculty in their institutions, and influence future faculty; and 2) the impact on student learning, including demonstration of deeper learning and retention of biological concepts and critical thinking skills. Evaluation includes analysis of existing data (gathered since 2003) and collection of new data. Qualitative data from past participants include written teaching philosophies (pre and post), coursework and exams, exit interviews, and short-answer survey questions about gains in knowledge and skill. Quantitative data include electronic and paper surveys of self-reported gains in knowledge, skills, and attitudes about scientific teaching. In addition, analysis is being conducted of data about student learning from undergraduate courses in which the participants taught. Qualitative data include coursework, pre-tests, and exams. Quantitative data include weekly pre-quizzes and self-reported gains in knowledge, skills, and attitudes about biology. Results from all evaluation approaches are being used to guide changes in the design of the two interventions described and development of a set of nationally available surveys to measure impacts of faculty enhancement projects on participants, their students, and their institutions.