What is the Summer Institute on Scientific Teaching?
The Summer Institutes model the scientific teaching principles they teach. We invite faculty and instructors to develop teaching skills at multi-day workshops to transform the undergraduate STEM classroom. Summer Institutes draw on the expertise of both presenters and participants. Current research, active learning, assessment, and inclusive teaching are woven into the program, creating a forum to share ideas and develop innovative instructional materials to be implemented upon returning home.
When will it take place?
UCLA will host the Summer Institute on July-24-28, 2017 and then will continue to run this event in future summers. Faculty and instructors teaching in the sciences are encouraged to apply.
Summer Institute participants will be inspired and empowered to transform learning and teaching through evidence-based iterative practice. The goal of the Summer Institutes is to transform education at colleges and universities by improving classroom education and attracting more diverse students to research. We undertake to train faculty, instructional staff, and future faculty in a scientific approach to teaching that reflects the way we work as researchers. The target group is comprised of both new and experienced instructors who teach introductory or survey courses. The Summer Institutes generally have approximately 30 to 40 individuals in attendance.
The theme for the Summer Institutes is “scientific teaching.” Participants learn practical strategies for enhancing student learning. The institutes model the scientific teaching principles of active learning, assessment, and inclusive teaching, which are integrated into all aspects of the program schedule. Activities include reflective writing, planning, reading, researching, discussing teaching methods and philosophy, interactive presentations, and developing teaching materials. By the end of an institute, participants will have observed, evaluated, and collected a portfolio of innovative teaching approaches and instructional materials that are ready to be adopted and adapted to their own teaching environments.
The institutes emerged from the 2003 National Research Council report, Bio2010: Transforming Undergraduate Education for Future Research Biologists. The report concludes that faculty development is a crucial component of improving undergraduate education. It recommends that universities provide faculty with opportunities to refine classroom techniques and better integrate math and physical sciences concepts into biology instruction. The Summer Institutes bring science faculty and instructional staff together to improve education by integrating current scientific research and pedagogical approaches to create courses that actively engage students in the ways that scientists think. The Summer Institutes also provide venues for college and university faculty and instructional staff to meet for intensive discussions, demonstrations, and working sessions on research-based approaches to undergraduate education. The idea is to create the same atmosphere as a Cold Spring Harbor research course, but instead of a course topic on phage genetics, for example, the focus is on teaching biology. The institutes serve a growing variety of colleges and universities across the country.
In its call for new directions and transformation in teaching the biological sciences, the 2011 report produced by the American Association for the Advancement of Science and the National Science Foundation, Vision and Change in Undergraduate Biology Education, repeatedly cites the Summer Institutes and scientific teaching as models for improving undergraduate science education.
What will I learn from attending the CEILS Summer Institute on Scientific Teaching?
The Summer Institute curriculum enables participants to answer the following questions:
What is scientific teaching? What are some challenges I might need to address in implementing scientific teaching strategies?
How can I create and sustain a more inclusive learning environment for my students through scientific teaching?
How can scientific evidence inform the teaching practices that I implement?
How can I use backward design to align learning objectives, assessments, and active learning strategies?
What modes of assessment can I use to promote student learning and inform instruction?
How does cognitive science research lay the foundation for the scientific teaching approaches and practices to use in my classroom?
How can I implement and disseminate scientific teaching in my community?
What will I do at the Summer Institute? (Sample Schedule)
You can expect to do the following during the Summer Institute:
- Engage in teaching and learning through sessions that model scientific teaching, use of supporting evidence from the literature, and inclusive teaching
Activities may include interactive presentations, mini-seminars, group work, discussions with other participants, and opportunities for reflection
Work in small groups with peers from other colleges and universities, along with a trained facilitator, to develop instructional materials
Design and adapt instructional materials with clearly defined learning goals that integrate themes of active learning, assessment, and inclusive teaching
Present instructional materials to other participants for feedback and review; revise materials for dissemination where appropriate
While the official schedule is not yet finalized, here is a draft that will be very similar:
|Training for local facilitators||Workshop: Backwards Design in Action||Workshop: Peer Mentoring and Evaluation; Scholarly Teaching||Group Presentations||Continued Strategic Planning|
|Lunch||Lunch||Lunch||Lunch||Working Lunch with Administrators re: Strategic Planning|
|Intro & Welcome
Workshop: Scientific Teaching in Action
|Work in Groups on Teaching Tidbit||Work in Groups on Teaching Tidbits||Wrap-Up and Strategic Planning|
What is required of me as a Summer Institute participant?
- Actively engage in all workshops and events for the entire Institute
- Incorporate scientific teaching practices into your teaching during the academic year after attending, through use of the instructional materials developed at the Institute and/or adapting the principles learned into your own teaching
- Participate in follow-up evaluation activities (e.g. surveys ) during the academic year after attending
- Complete one peer observation and be observed by a peer (another SI participant) during the year
- Attend a one-day follow-up meeting (at least one member of each institutional team)
Additionally, participants are strongly encouraged to:
- Present your teachable tidbit or experiences from the Summer Institute at a departmental meeting/event or a disciplinary conference
- Coordinate, or recruit a colleague to coordinate, a scientific teaching workshop for faculty, postdocs, or graduate students during the academic year or following summer after attending the Institute
What is provided to me by the Summer Institute program?
Experienced facilitators and presenters to provide advice and expertise to help participants develop and hone teaching materials
Resources to help you develop and evaluate teaching skills and instructional materials
Access to teaching materials developed by previous Summer Institute participants
A newsletter and website to connect with the national network of Summer Institute alumni
How will I be different after a Summer Institute?
During the institute you will reflect on and develop skills within the following areas:
|Articulate elements of scientific teaching
Improve their ability to use education literature to support teaching practices
Apply evidence-based teaching practices
Address/confront misconceptions about teaching and learning
|Be inspired to implement scientific teaching
Appreciate evidence-based practices
Recognize that diversity influences teaching and learning
Commit to incorporating scientific teaching practices
Be empowered to transform their students’ learning
|Implement backwards design when developing courses and/or curricula
Employ inclusive teaching strategies that value diversity in the classroom
Use a variety of assessments to measure student learning
Incorporate active learning exercises to engage students
|Develop short-term and long-term plans for implementation and dissemination
Become part of a national community of scientific teachers
Advocate for scientific teaching on their home campuses
Consider opportunities to lead scientific teaching initiatives regionally and/or nationally
View a list of UCLA Instructors who have attended a Summer Institute
2016 Summer Institute Scientific Teaching Fellows
Tony Friscia, Integrative Biology and Physiology
Jess Gregg, Center for Education Innovation and Learning in the Sciences
Rachel Kennison, Division of Undergraduate Education
Francie Mercer, Microbiology, Immunology, and Molecular Genetics
2015 Summer Institute Scientific Teaching Fellows
Ronnie Choe, Integrative Biology and Physiology
Joseph Esdin, Life Sciences Core
Elizabeth Roth-Johnson, DBER Fellow for the Center for Education and Innovations in the Sciences
Zorica Scuric, Department of Integrative Biology and Physiology
Nadia Sellami, DBER Fellow for the Center for Education and Innovations in the Sciences
Shanna Shaked, Physics and Astronomy
Sharmila Venugopal, Integrative Biology and Physiology
Xia Yang, Integrative Biology and Physiology
2014 Summer Institute Scientific Teaching Fellows
Rachelle Crosbie-Watson, Integrative Biology and Physiology
Hung Pham, Life Sciences Core
Frank Laski, Life Sciences Core
Blaire Van Valkenburgh, Ecology and Evolutionary Biology
2006 Summer Institute Scientific Teaching Fellows
Gaston Pfluegl, Life Sciences Core
Erin Sanders, Center for Education Innovation and Learning in the Sciences
2005 Summer Institute Scientific Teaching Fellows
Debra Pires, Life Sciences Core