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首页> 外文会议>American Society for Engineering Education Annual Conference and Exposition >A Multidisciplinary Professional Development Program that Shifts Faculty Attitudes and Practice Toward Evidence-Based Instructional Strategies (EBIS) for Teaching and Learning
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A Multidisciplinary Professional Development Program that Shifts Faculty Attitudes and Practice Toward Evidence-Based Instructional Strategies (EBIS) for Teaching and Learning

机译：多学科专业发展计划，将教师态度和实践转移到基于证据的教学策略（EBIS）进行教学和学习

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More effective teaching and learning can be promoted through faculty professional development that shifts delivery from instructor-centered, information-transmission teaching by lecture to more student-centered, conceptual-change learning by active learning through student engagement. The National Science Foundation IUSE (Improving Undergraduate STEM Education) project has funded a large-scale faculty development program at a large southwestern university called Just-in-Time-Teaching with Two Way Formative Feedback for Multiple Disciplines (JTFD). The first full year of the project has trained 43 faculty in four of seven disciplines using a train-the-trainer model to engage faculty in year-long apprenticeships on evidence-based instructional strategies (EBIS) for teaching and learning. The first semester of professional development was comprised of 8 biweekly workshops followed by a second semester of 6 disciplinary community of practice (CoP) discussion sessions that supported classroom innovation implementation. These sessions supported participants' implementation of innovation in their classrooms and discussed issues, opportunities and challenges that faculty encountered as they developed and tested strategies for shifting their classrooms toward greater EBIS practices. Faculty change related to EBIS and its use was assessed with pre and post surveys with respect to faculty awareness, use, motivation, and practice. For awareness of familiarity of EBIS on topics like effective learning, active learning, and student teams there was a 31% average positive change. For EBIS use on four items of active learning, cooperative learning, objectives and Blooms' taxonomy there was a 26% increase. To determine motivation to implement EBIS strategies of real-world applications, student-to-student discussions, and formative feedback, a new survey using expectancy-value theory was created called Value, Expectancy, and Cost of Testing Educational Reforms Survey (VECTERS). There were positive gains for all three strategies for motivation (expectancy, value, and lowered cost) and reported and planned use, with the highest gains for real-world applications of 8% to 12%. Teaching with more EBIS student-centered classroom practice was assessed with classroom observations with a tool called Reformed Teaching Observation Protocol (RTOP) which has 25 items related to EBIS practice and is used by trained observers to assess classroom practice. There was a positive gain of 22% for all faculty from pre (early fall) to post (late spring) observations indicating a significant shift toward EBIS classroom practice. For the CoP sessions there was a short post-session quantitative and qualitative survey given for all six sessions. All results were quite positive across the six meetings with Likert scale responses of 4.5 to 4.6 on a 5 point scale on topics such as session relevance to teaching, new ideas for implementation, value of community building, and that collaborative and cooperative strategies can improve instruction effectiveness. Overall, results of the first year of the project have had a very positive impact on participating faculty and demonstrate that the JTFD approach is successful and could be a model transportable to other disciplines and institutions.
机译：更有效的教学和学习可以通过教师专业发展来促进从教员为中心，信息传输通过学生接合教学由演讲学生为中心，概念变学习通过主动学习移位输送。国家科学基金会ISE（完善的本科置力教育）项目为一大大型西南大学提供了一项大型教师发展计划，称为即时教学，以两种方式为多个学科（JTFD）提供了两种方法反馈。该项目的第一个全年在七个学科中训练了43个教师，采用火车 - 培训师模型在一年的教学和学习的基于证据的教学战略（EBIS）中参与了一年的学徒。专业发展的第一个学期由8个双周间研讨会组成，其次是第二学期的6个学科惯例（COP）讨论会议，支持课堂创新实施。这些会议支持参与者在课堂上的创新实施，并讨论了遇到的教师的问题，机遇和挑战，因为他们开发和测试了对课堂转向更大的EBIS实践的战略。与惠斯相关的教师改变以及对教师意识，使用，动机和实践的预先和职位进行评估。为了让EBIS的熟悉程度更加了解有效的学习，积极学习和学生团队的主题，平均水平平均变革31％。对于eBIS在四项积极学习，合作学习，目标和盛开的分类中使用的是，增加了26％。为了确定实现现实世界应用的ebis策略的动机，学生对学生的讨论和形成性反馈，采用预期价值理论的新调查被称为价值，寿命和测试教育改革调查（Vecters）的成本。所有三种动机（寿命，价值和降低成本）和报告和计划使用的所有三种策略都有正收益，现实世界申请的最高收益8％至12％。通过课堂观测评估具有更多EBIS以学生为中心的课堂实践的教学，该工具与改革教学观察协议（RTOP）的工具有25个与EBIS练习有关的项目，并被训练有素的观察员使用课堂实践。所有教师从Pre（早期）到邮寄（晚春季）观察结果的积极增益为22％，表明对EBIS课堂实践的重大转变。对于警察会议，所有六次会议给出了一段短暂的会话定量和定性调查。所有结果均在六次会议上与4.5至4.6次举行的六次会议上的所有结果都在5分的课题上，如关于教学，社区建设价值的新思想，以及协作和合作策略可以改善教学效力。总体而言，该项目第一年的结果对参与的教师产生了非常积极的影响，并证明了JTFD方法是成功的，可能是对其他学科和机构可运输的模型。

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