In 1998, the University of Wisconsin-Madison began offering learning community opportunities to all UW-Madison staff, faculty, and students. Later on in 2012, the Learning Communities for Institutional Change & Excellence (LCICE) unit formally launched within the Division of Diversity, Equity and Educational Achievement. LCICE offered…

Although teachers' learning has been increasingly recognised as nonlinear and contextually responsive, few studies have extended these understandings to the design and evaluation of professional development. In this case study, we examine nonlinear and contextual manifestations of high school science teachers' professional learning from a complex…

Visual representations, such as pathway models, are increasingly being used to both communicate higher education science, technology, engineering, and mathematics (STEM) education program evaluation plans as well as accurately represent complex programs and the systems within which the educational programs reside. However, these representations…

In collaboration with historic sites in Washington, DC, that have shared commitments to place-based and experiential learning, Ford's Theatre teaches K-12 educators about Civil War history through engagements with places, artifacts, stories, and enduring conflicts that can be made relevant to students' lives. In this article, we provide program…

NGSS Early Implementers is a six-year initiative created to help eight California school districts and two charter management organizations, supported by WestEd's K-12 Alliance, implement the Next Generation Science Standards (NGSS). Administrators need learning opportunities if they are to adequately understand the substantial shifts of the Next…

The Quality Elementary Science Teaching (QuEST) program is designed to deliver high-quality professional development (PD) in science content to elementary school teachers. QuEST includes both content and pedagogical instruction combined with a controlled teaching experience situated within a larger professional development context. The design of…

In 2010, the Wolf Trap Foundation for the Performing Arts, Institute for Early Learning Through the Arts (Wolf Trap), was awarded a U.S. Department of Education Arts in Education Model Development and Dissemination (AEMDD) grant. The purpose of the AEMDD grant was to develop, implement, and disseminate a research-based program of professional…

The goal of the Howard Hughes Science Institute (HHMI) supported science program is to train one staff member to become a science lead within each of the elementary schools in the Montgomery County (Maryland) Public Schools (MCPS) district. The specific objectives of the first year of HHMI grant project were to: (1) provide approximately 20…

This article explores a two-year professional development initiative with four state geographic alliances. Professional development planners, whether planning for a large- or small-scale initiative or one with unlimited or limited funding, will benefit from learning about this successful professional development activity and how the impact in the…

This report summarizes survey results from 112 newly hired AISD bilingual education elementary-level teachers who attended the August 2009 New Bilingual Teacher Institute.

This instructor's manual is a practical guide to a faculty development training program on substance abuse within family medicine emphasizing a meshing of individual curriculum projects by participants with group instruction and support. Organized into two parts the manual describes the training program in detail in Part 1 and provides 10 actual…

Teams of elementary teachers, school administrators, and school board members from seven representative school districts in Los Angeles County (California) participated in a 3-week summer institute (1983) with the aim of learning to plan and implement systematic discipline-based art programs that included aesthetic, critical, historical, and…

American University sponsored two summer institutes in urban affairs to expose college educators to major developments in the area and to give them training for developing or upgrading their own programs. The program's effectiveness is evaluated and institutes as a means of continuing education for educators are discussed. (JMD)

An assessment of a psychology faculty enhancement program which provided up-to-date information on aging was done. In 1989/90 the program involved a 2-week institute for 25 teachers from two-year and four-year colleges, providing them with consultation both during and after the institute, and maintaining contact with them through reunions and…

This article presents the theoretical basis and methods for the process and outcome evaluations of the Rhode Island Early Childhood Summer Institutes held in 2000 and 2001. The article also discusses the evaluation results that demonstrated the institutes were received as high-quality inservice professional development programs in which…