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首页> 美国卫生研究院文献>Journal of Microbiology Biology Education >Benefits of a College STEM Faculty Development Initiative: Instructors Report Increased and Sustained Implementation of Research-Based Instructional Strategies
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Benefits of a College STEM Faculty Development Initiative: Instructors Report Increased and Sustained Implementation of Research-Based Instructional Strategies

机译：大学词干教师发展倡议的好处：教师报告增加和持续实施基于研究的教学战略

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The Summer Institutes on Scientific Teaching (SI) is a faculty development workshop in which science, technology, engineering, and mathematics (STEM) instructors, particularly from biology, are trained in the Scientific Teaching (ST) pedagogy. While participants have generally reported positive experiences, we aimed to assess how the SI affected participants’ teaching practices. Building on a previously developed taxonomy of ST practices, we surveyed SI participants from the 2004–2014 SI classes regarding specific ST practices. Participants’ self-reported use and implementation of ST practices increased immediately after SI attendance as well as over a longer time frame, suggesting that implementation persisted and even increased with time. However, instructors reported implementation gains for some practices more than others. The practices with the highest gains were engaging students in their own learning, using learning goals in course design, employing formative assessment, developing overarching course learning goals, representing science as a process, and facilitating group discussion activities. We propose that the ST practices showing the greatest gains may serve as beneficial focal points for professional development programs, while practices with smaller gains may require modified dissemination approaches or support structures.
机译：夏季科学教学（SI）是一位教师发展研讨会，其中科学，技术，工程和数学（Stem）教师，特别是生物学，受到科学教学（ST）教育学的培训。虽然参与者普遍报告了积极的经验，但我们旨在评估SI受影响的参与者的教学实践。在先前开发的ST实践分类上，我们从2004 - 2014年SI课程上调查了关于特定ST实践的SI参与者。参与者的自我报告的使用和执行ST实践在SI出勤后立即增加，以及更长的时间范围，这表明实施持续存在，甚至随着时间的推移而增加。但是，教师报告了一些比其他方式的做法的实施。获得最高收益的实践是在自己的学习中吸引学生，在课程设计中使用学习目标，采用形成性评估，发展总体课程学习目标，代表科学作为一个过程，并促进小组讨论活动。我们建议显示最大收益的ST做法可以作为专业发展计划的有益焦点，而较小的收益的实践可能需要修改的传播方法或支持结构。

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