Welcome to the Mobile Summer Institute on Undergraduate STEM Education (MoSI)
MoSI is a new iteration of the nationally renowned National Academies Summer Institute (NASI) founded at the University of Wisconsin – Madison by Jo Handelsman (UW Madison) and Bill Wood (UC-Boulder, Emeritus). Historically, this has been an intensive workshop on undergraduate science technology, engineering and math (STEM) education, which is now being applied to all disciples of education. NASI was developed in response to the National Research Council report, Bio2010, which called for a transformation of science education by improving classroom teaching and attracting diverse students to science.
The goal of the MoSI is to better address institutional challenges to education reform by traveling to post-secondary institutions and training a critical mass of educators in the best evidence-based teaching strategies. The original founders distilled the most effective teaching strategies from education research into a framework called Scientific Teaching. Scientific Teaching is defined as "active learning strategies to engage students in the process of science" (Handelsman et al., 2004). In addition to the proven summer institute training paradigm, participants of the MoSI will receive training in peer evaluation and mentoring. Local educators and administrators also will take part in facilitated strategic planning to improve education.
The MoSI team is composed of national leaders in education reform, who will share teaching methods that engage students to learn – as scientists do – through problem solving and discussion. Through workshops, group work, and presentations you will learn about innovations and research in undergraduate education. MoSI trainers will facilitate group work to help participants implement these strategies while creating novel teaching materials. By the end of the MoSI, you will have developed and peer-reviewed teaching materials, learned how to implement scientific teaching in your classrooms and to evaluate your peers in order to develop as reflective practitioners.