Department of Biological Sciences, Louisiana State University, Baton Rouge, LA 70803, USA.
CBE Life Sci Educ. 2013 Fall;12(3):383-93. doi: 10.1187/cbe.12-05-0061.
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.
我们提供了四个名为 STAR（科学教学、评估和资源）的年度专业发展研讨会，这些研讨会是仿照国家科学院生物学本科教育暑期学院（SI）设立的。与 SI 专注于培训研究型大学的教师不同，STAR 的目标是社区学院、2 年制校园以及公立和私立研究型大学的教师。由于社区学院和 2 年制机构作为高等教育的入口的重要性，我们想确定 SI 模式是否可以成功扩展到更广泛的机构。我们对四个队列进行了调查；47 名 STAR 校友对在线调查做出了回应。根据卡内基本科教学计划类别，将这些回复分成两组，一组来自七所副学士和副学士主导的机构（23 人），另一组来自九所主要提供 4 年制学位课程的机构（24 人）。这两组人都认为 STAR 对教学、学生学习和参与产生了积极影响。这两组人报告说，他们使用形成性评估和主动学习的技术的频率相似。来自不同机构的教师的混合被认为增强了研讨会的体验。目前的分析表明，培训教师进行科学教学的 SI 模式可以成功扩展到广泛的高等教育机构。
