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Scientific Teaching Targeting Faculty from Diverse Institutions

机译：来自不同机构的科学教学目标学院

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We offered four annual professional development workshops called STAR (for Scientific Teaching, Assessment, and Resources) modeled after the National Academies Summer Institute (SI) on Undergraduate Education in Biology. In contrast to the SI focus on training faculty from research universities, STAR's target was faculty from community colleges, 2-yr campuses, and public and private research universities. Because of the importance of community colleges and 2-yr institutions as entries to higher education, we wanted to determine whether the SI model can be successfully extended to this broader range of institutions. We surveyed the four cohorts; 47 STAR alumni responded to the online survey. The responses were separated into two groups based on the Carnegie undergraduate instructional program categories, faculty from seven associate's and associate's-dominant institutions (23) and faculty from nine institutions with primarily 4-yr degree programs (24). Both groups expressed the opinion that STAR had a positive impact on teaching, student learning, and engagement. The two groups reported using techniques of formative assessment and active learning with similar frequency. The mix of faculty from diverse institutions was viewed as enhancing the workshop experience. The present analysis indicates that the SI model for training faculty in scientific teaching can successfully be extended to a broad range of higher education institutions.
机译：我们提供了四个年度专业发展讲习班，称为STAR（用于科学教学，评估和资源），该讲习班是根据美国国家科学院暑期学院（SI）进行的生物学本科教育模式建立的。与SI专注于研究型大学的师资培训相反，STAR的目标是社区学院，两年制校园以及公立和私立研究型大学的师资。由于社区学院和2年制大学对高等教育的重要性，我们想确定SI模式是否可以成功地扩展到更广泛的机构中。我们调查了这四个队列。 47位STAR校友对在线调查做出了回应。根据卡内基大学本科教学计划类别，将回答分为两组，来自七个副学士学位和副学士学位主导机构的教师（23）和来自九个主要具有四年制学位课程的学院的教师（24）。两组都认为STAR对教学，学生学习和参与有积极影响。两组报告使用形成性评估和主动学习的频率相似的技术。来自不同机构的教职员工的混合被认为可以增强研讨会的经验。目前的分析表明，用于科学教学的教师培训的SI模式可以成功地扩展到广泛的高等教育机构。

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