What is the MIST?
The Mobile Institute (formerly MoSI) is a place-based iteration of the renowned National Institute on Scientific Teaching. This format uses the Four Categories of Change Strategies to expand the focus from the individual to the institutional in order to better address institutional challenges to education reform. In addition to the proven training paradigm provided by the pedagogy workshop, the MIST provides training in peer evaluation to drive long-term reflective teaching, facilitated strategic planning to leverage newly gained expertise toward educational reform and an administrator’s workshop to foster buy-in and support of local policy makers.
The goal of the Mobile Institute is to improve undergraduate education. This will be achieved by a) training faculty in effective, evidence-based teaching strategies; b) facilitating reflective practices through peer mentoring and evaluation and c) facilitating strategic planning to reform educational practices at the host institution. This institute is modeled after the National Institute and is meant to extend the impact of that successful, nationally renowned professional development workshop and promote broader adoption of reformed pedagogy and promote institutional reform in education.
By the end of the institute, you will have:
- practiced a variety of evidence-based teaching strategies through workshops, presentations, and group work
- worked as a team to create teaching materials that implement evidence-based teaching strategies
- begun to shift your focus from content and teaching to outcomes and learning
- practiced peer evaluation to promote reflective teaching practices
The MIST Format
The MIST is a project-based training program combining interactive workshops on the tenets of scientific teaching with group work sessions where participants develop inclusive, student-centered teaching materials that they present to colleagues for peer-review at the end of the week.
The interactive workshops are designed to introduce participants to innovations and research on undergraduate education, and to model how to implement their underlying principles in a learning space.
Group work carefully designed to model scientific teaching has been found to be one of the most important processes at the Institute. Each is led by a trained facilitator to model teaching practices that will help the group establish and meet common goals. Each group presents their teaching module for review during a dress rehearsal with another group and a final presentation. This allows groups to practice providing feedback on the effectiveness of learning activities and to incorporate peer feedback into their teaching modules before using them in their own classes.
- Borrego, M., and Henderson, C (2014) Increasing the use of evidence-based teaching in STEM Higher Education: A comparison of eight change strategies. J Engineering Educ., 103(2), 220-252.
- Henderson, C., Beach, A., and Finkelstein, N. (2011) Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature. J Res in Sci Teaching, 48(8), 952-984.
- Henderson, C., Finkelstein, N., and Beach, A. (2010) Beyond Dissemination in College Science Teaching: An introduction to four core change strategies. J Coll Sci Teach 39(5), 18-25.