Principles and Strategies for Effective Teaching: A Workshop for Pre- and Postdoctoral Trainees in the Biomedical Sciences

The 2012 National Institutes of Health (NIH) Biomedical Workforce Working Group Report documented that graduate training in the biomedical sciences predominantly prepares people for academic research positions. The report recommended that NIH provide funds for institutions to develop broader career...

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Autores principales:	Laurel M. Hartley, Michael J. Ferrara, Mitchell M. Handelsman, Alleluiah Rutebemberwa, Inge Wefes
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2019
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/254fd7b72998410cba6c2503acb13d66
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spelling	oai:doaj.org-article:254fd7b72998410cba6c2503acb13d662021-11-15T15:04:12ZPrinciples and Strategies for Effective Teaching: A Workshop for Pre- and Postdoctoral Trainees in the Biomedical Sciences10.1128/jmbe.v20i3.16891935-78851935-7877https://doaj.org/article/254fd7b72998410cba6c2503acb13d662019-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v20i3.1689https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885The 2012 National Institutes of Health (NIH) Biomedical Workforce Working Group Report documented that graduate training in the biomedical sciences predominantly prepares people for academic research positions. The report recommended that NIH provide funds for institutions to develop broader career development opportunities, including training related to teaching. Indeed, teaching is not only a required component of any faculty position, it is the primary task for trainees who seek employment at small liberal arts colleges and other primarily undergraduate institutions. NIH funding for the BEST (Broadening Experiences in Scientific Training) programs allowed us to develop a six-week training workshop for bioscience trainees to introduce participants to research-based, student-centered pedagogies and instructional design techniques and to inspire them to view teaching as an intellectual endeavor. The methods and outcomes of our case study should be applicable in a variety of programs and organizations, especially those with a separate health science campus, where faculty mentors often do not teach many classes and there are few, if any, apprenticeship-teaching opportunities for trainees.Laurel M. HartleyMichael J. FerraraMitchell M. HandelsmanAlleluiah RutebemberwaInge WefesAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 20, Iss 3 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Laurel M. Hartley Michael J. Ferrara Mitchell M. Handelsman Alleluiah Rutebemberwa Inge Wefes Principles and Strategies for Effective Teaching: A Workshop for Pre- and Postdoctoral Trainees in the Biomedical Sciences
description	The 2012 National Institutes of Health (NIH) Biomedical Workforce Working Group Report documented that graduate training in the biomedical sciences predominantly prepares people for academic research positions. The report recommended that NIH provide funds for institutions to develop broader career development opportunities, including training related to teaching. Indeed, teaching is not only a required component of any faculty position, it is the primary task for trainees who seek employment at small liberal arts colleges and other primarily undergraduate institutions. NIH funding for the BEST (Broadening Experiences in Scientific Training) programs allowed us to develop a six-week training workshop for bioscience trainees to introduce participants to research-based, student-centered pedagogies and instructional design techniques and to inspire them to view teaching as an intellectual endeavor. The methods and outcomes of our case study should be applicable in a variety of programs and organizations, especially those with a separate health science campus, where faculty mentors often do not teach many classes and there are few, if any, apprenticeship-teaching opportunities for trainees.
format	article
author	Laurel M. Hartley Michael J. Ferrara Mitchell M. Handelsman Alleluiah Rutebemberwa Inge Wefes
author_facet	Laurel M. Hartley Michael J. Ferrara Mitchell M. Handelsman Alleluiah Rutebemberwa Inge Wefes
author_sort	Laurel M. Hartley
title	Principles and Strategies for Effective Teaching: A Workshop for Pre- and Postdoctoral Trainees in the Biomedical Sciences
title_short	Principles and Strategies for Effective Teaching: A Workshop for Pre- and Postdoctoral Trainees in the Biomedical Sciences
title_full	Principles and Strategies for Effective Teaching: A Workshop for Pre- and Postdoctoral Trainees in the Biomedical Sciences
title_fullStr	Principles and Strategies for Effective Teaching: A Workshop for Pre- and Postdoctoral Trainees in the Biomedical Sciences
title_full_unstemmed	Principles and Strategies for Effective Teaching: A Workshop for Pre- and Postdoctoral Trainees in the Biomedical Sciences
title_sort	principles and strategies for effective teaching: a workshop for pre- and postdoctoral trainees in the biomedical sciences
publisher	American Society for Microbiology
publishDate	2019
url	https://doaj.org/article/254fd7b72998410cba6c2503acb13d66
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Principles and Strategies for Effective Teaching: A Workshop for Pre- and Postdoctoral Trainees in the Biomedical Sciences

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