Integration of Strategies that Support Undergraduate Education in STEM (ISSUES)

支持 STEM 本科教育的策略整合（问题）

• 批准号: 1344418
• 负责人: David Bressoud
• 金额: $ 2.99万
• 依托单位: Mathematical Association of America
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-08-15 至 2015-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1344418&HistoricalAwards=false
• 关键词: Integration; Strategies; Support; Undergraduate; Education; Integration; Strategies; Support; Undergraduate; Education

This workshop project is bringing together professionals directly responsible for undergraduate education initiatives at approximately fifteen disciplinary societies in STEM fields. The workshop's intellectual merit lies in its fostering of communication and collaboration among society representatives for the purpose of sharing existing knowledge of Discipline-Based Education Research (DBER) and practice across disciplines. Furthermore this effort is highlighting the latest insights into effective translation of theoretical knowledge into actual practice and propagation of evidence-based instructional strategies and programs. Workshop outcomes include: 1) publishing a joint document clarifying the support of the disciplinary societies for the adoption of discipline-based education research (DBER) and detailing the strategies employed by the societies to promote active learning across the STEM disciplines; 2) identifying exemplars of successful strategies for fostering adoption of evidence-based active learning strategies from the participating professional societies and documenting them on a public website; and 3) determining whether or not a longer-term initiative designed to instigate wide-scale, long-term improvement in undergraduate teaching practices is feasible and what such an initiative would entail. The broader impacts of the workshop are felt through its engagement of major STEM disciplinary professional societies that collectively represent the full range of the STEM disciplines: physical sciences (including chemistry, physics, and geoscience), biological sciences, engineering, and the mathematical and statistical sciences. These disciplinary societies play a critical role in disseminating information about DBER through their publications and online resources. Individually, they have already established a number of different models for faculty development and created a variety of mechanisms to support continuing faculty growth, and the cooperation and collaboration fostered through this workshop multiplies that influence.

该研讨会项目正在将专业人员直接负责在STEM领域的大约15个学科社会的本科教育计划。研讨会的智力优点在于它在社会代表之间促进沟通和协作，目的是分享基于学科的教育研究（DBER）的现有知识和跨学科的实践。此外，这项工作强调了将理论知识有效地翻译成实际实践和传播基于证据的教学策略和计划的最新见解。研讨会的成果包括：1）发布一份联合文件，阐明了纪律社会的支持，以采用基于学科的教育研究（DBER），并详细介绍社会采用的策略，以促进整个STEM学科的积极学习； 2）确定从参与的专业社会中促进基于证据的积极学习策略的成功策略的示例，并在公共网站上进行记录； 3）确定旨在提高本科教学实践的大规模，长期改进的长期倡议是可行的，并且这种倡议将需要什么。通过参与主要代表STEM学科的全部范围的主要STEM学科专业社会的参与，即可感受到研讨会的更广泛影响：物理科学（包括化学，物理和地球科学），生物学科学，工程学以及数学和统计学科学。这些纪律社会在传播有关DBER的出版物和在线资源的信息中发挥了关键作用。单独地，他们已经建立了许多不同的教师发展模型，并创建了多种机制来支持持续的教师成长，并且通过该研讨会促进了影响的影响和协作。