Developed by Mary F. Durham, Jennifer K. Knight, and Brian A. Couch
| Purpose | To assess the frequency and breadth of scientific teaching practices in undergraduate science courses. |
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| Format | Multiple-choice, Agree/disagree |
| Duration | 5 min |
| Focus | Teaching (active learning, inclusivity, responsiveness, experimental design, communication, data analysis and interpretation, cognitive skills, reflection) |
| Level | Upper-level, Intermediate, Intro college |
Sample questions from the MIST-Short:
more details
Silver ValidationThis is the second highest level of research validation, corresponding to at least 5 of the validation categories below.
Research Validation Summary
Based on Research Into:
- Student thinking
Studied Using:
- Student interviews
- Expert review
- Appropriate statistical analysis
Research Conducted:
- At multiple institutions
- By multiple research groups
- Peer-reviewed publication
The MIST was developed based on scientific teaching practices reported in the literature and has been extensively tested and iterated. Survey items were piloted with a small (n=29) subset of students who took the MIST and participated in interviews. The final survey was tested in 87 courses across 9 institutions. MIST has a high internal reliability, overall alpha of 0.93. Factor analysis and expert review were also conducted. The developers did not administer MIST-Short by itself, but estimated characteristics of the shortened instrument by analyzing student responses to the selected subset of items from the full version of MIST. From this subset of student data, estimated results for MIST-Short showed good internal reliability (alpha = 0.85), and each item on the short version saliently loaded at 0.30 or above with a single factor specified in confirmatory factor analysis. Simulated MIST-Short total scores correlated very closely with MIST full-version total scores (r = 0.97). Each simulated short-version subcategory also showed a strong correlation (r range: 0.87–0.98) with the corresponding subcategory score from the full version.
References
- M. Durham, J. Knight, and B. Couch, Measurement Instrument for Scientific Teaching (MIST): A Tool to Measure the Frequencies of Research-Based Teaching Practices in Undergraduate Science Courses, CBE Life. Sci. Educ. 16 (4), ar67 (2017).
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Download the MIST-Short scoring tool.
| Typical Results |
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Mist-Short scores are very similar to scores for the MIST. |
There is a long version of the MIST-Short called the MIST, designed for users without survey time constraints, such as instructors or researchers who want to pair MIST with other instruments. This version has the same subcategories as the MIST, but fewer items within each sub-category. The MIST takes approximately 15 minutes for students to complete.
Variation
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Measuring Instrument for Scientific TeachingTeaching (experimental design, reflection, active learning, inclusivity, responsiveness, communication, data analysis and interpretation, cognitive skills)Upper-level, Intermediate, Intro college Multiple-choice, Agree/disagree |
