Collaborative Research: Training Faculty in Scientific Teaching: STAR Mini-Institute

生物科学（61）. 该项目的重点是在整个路易斯安那州的中学后机构的生物教师的专业发展的迫切需要。一系列的三个教师研讨会（星星迷你学院）是仿照美国国家科学院暑期学院（NASI）在生物学本科教育，旨在发展生物学教师谁是在科学的教学方法培训的社区。为期两天半的小型研究所正在描述和模拟科学教学和方法，以促进主动学习，并向参与者介绍支持这些方法的数据。各学院还介绍了关于如何调整教学和评估、学习方式和学生多样性以及如何记录教学效果的背景资料。为了获得实施这些教学方法的经验，正在根据参与者的教学兴趣对其进行分组。这些小组正在共同努力开发“可教单元”，其中纳入科学教学，包括形成性和总结性评估，并解决如何向学习风格和需求多样化的学生提供信息的问题。小型研究所的参与者正在与他们所在机构的其他教师分享他们的经验，并通过各种旨在继续发展和促进社区的机制保持他们在项目中的参与。小型研究所直接影响了路易斯安那州校园内的生物教师，但更广泛的影响延伸到30个目标机构中大量和多样的生物课程学生，包括六所HBCU和一些社区学院。该项目的成果正在通过区域和国家会议以及通过在同行评审的科学教育期刊上发表来传播。

Biological Sciences (61). This project focuses on the critical need for professional development of biology faculty at post-secondary institutions throughout the state of Louisiana. A series of three faculty workshops (STAR Mini-institutes) are modeled on the National Academies Summer Institute (NASI) on Undergraduate Education in Biology and are designed to develop a community of biology faculty who are trained in scientific approaches to teaching. The two and a half day long mini-institutes are describing and modeling scientific teaching and methods to promote active learning, and introducing participants to the data supporting these approaches. Background information on how to align instruction and assessment, diversity of learning styles and students, and how to document teaching effectiveness is also being presented in the institutes. To obtain experience in implementing these instructional approaches, participants are being grouped based on their teaching interests. These teams are working together to develop "teachable units" that incorporate scientific teaching, include formative and summative assessments, and address how to present information to students with a diversity of learning styles and needs. Participants in the mini-institutes are sharing their experiences with other faculty at their institutions, and maintaining their involvement in the project through various mechanisms designed to continue their development and foster community.The mini-institutes are directly impacting biology faculty on campuses across Louisiana, but the broader impact extends to the large number and diversity of students enrolled in biology courses at the thirty target institutions, including six HBCU's and a number of community colleges. Results of the project are being disseminated through regional and national meetings and through publication in peer-reviewed journals on science education.