Collaborative Research: Impact of the Summer Institutes on Faculty Teaching and Student Achievement

在过去的十年里，美国国家科学院暑期学院(SIS)培训了近1000名教职员工进行“科学教学”，这是一种基于人们如何学习的证据的STEM教学方法(1，2)。SIS旨在教授有效地使用主动学习和评估，并注重培养不同学生的学习。该课程的特点是采用迭代的方法来检查与这些新引入的教学实践相关的学习益处。目前，只有少数研究系统地考察了教师发展努力的结果。本项目是对同声传译培训对参与者的教学实践和学生成绩的影响的评估。该项目正在开发一个评估系统，该系统包含一个概念化的协议，用于概念化和衡量教师发展努力的结果，使用夏季学院人口来测试该系统及其协议。这是耶鲁大学、科罗拉多大学博尔德分校、康奈尔大学和康涅狄格大学合作进行的一项长期教师发展努力的成果。智力价值：这个项目是对科学教学实践及其对学生结果的影响的重要大规模评估。该项目是独一无二的，因为它采用了一种系统的方法来确定该计划对教学实践的采用和对学生成绩的影响。这项工作旨在创造关于教育实践、教师行为变化和学生结果的知识，同时开发广泛有用的评估工具，这些工具可以广泛传播，使其他人能够评估他们的STEM教育倡议。广泛的影响：研究所的研究结果旨在为未来的教师发展努力提供参考。由此产生的评价系统为设计和进行复杂项目的评价提供了工具。此外，该项目旨在为主要参与评估STEM教育的教师发展的研究人员提供重要的专业知识。汉德尔斯曼，S.Miller，C.Pfund，科学教学。(WH Freeman&Amp；Co，2007)C.Pfund等人，专业发展。暑期学院改善大学理科教学。《科学》(纽约，纽约州)324,470(2009)。

Over the last decade, the National Academies Summer Institutes (SIs) have trained almost 1,000 faculty and instructional staff in "scientific teaching", an approach to STEM instruction based on evidence about how people learn (1,2). The SIs are designed to teach effective use of active learning and assessment with attention to fostering learning by diverse students. The curriculum features an iterative approach to examining the learning benefits associated with these newly introduced teaching practices. At present, only a few studies systematically examine the outcomes of faculty development efforts. This project is an assessment of the effects of SI training on participants' teaching practices and their students' outcomes. This project is developing an evaluation system involving a generalizable protocol for conceptualizing and measuring outcomes of faculty development efforts, using the Summer Institute populations to test this system and its protocol. This effort to determine the outcomes of a long standing faculty development effort is a collaboration among Yale University, the University of Colorado - Boulder, Cornell University, and the University of Connecticut. Intellectual Merit: This project is an important large-scale assessment of scientific teaching practices and their impact on student outcomes. The project is unique because it employs a systems approach to determine effects of the program on adoption of teaching practices and on student achievement. This work is designed to create knowledge about educational practices, instructor behavior change, and student outcomes, while developing broadly useful evaluation tools that can be widely disseminated to enable others to evaluate their STEM education initiatives.Broader Impacts: The results from the study of the institutes are designed to inform future faculty development efforts. The resulting evaluation system provides tools for designing and conducting evaluations of complex projects. In addition, the project is designed to develop important expertise for key participating researchers in the evaluation of faculty development for STEM education.1. J. Handelsman, S. Miller, C. Pfund, Scientific Teaching. (WH Freeman & Co, 2007).2. C. Pfund et al., Professional development. Summer institute to improve university science teaching. Science (New York, N.Y.) 324, 470 (2009).