CREATE Two-Year/Four-Year Faculty Workshops: A Focus on Practice, Reflection, and Novel Curricular Design Leads to Diverse Gains for Faculty at Two-Year and Four-Year Institutions

Improving STEM education through the propagation of highly effective teaching strategies is a major goal of national reform movements. CREATE (Consider, Read, Elucidate the hypotheses, Analyze and interpret the data, and Think of the next Experiment) is a transformative teaching and learning strateg...

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Autores principales:	Sally G. Hoskins, Alan J. Gottesman, Kristy L. Kenyon
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2017
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/592410dd6d984f9385f9c5e4496358e9
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spelling	oai:doaj.org-article:592410dd6d984f9385f9c5e4496358e92021-11-15T15:04:07ZCREATE Two-Year/Four-Year Faculty Workshops: A Focus on Practice, Reflection, and Novel Curricular Design Leads to Diverse Gains for Faculty at Two-Year and Four-Year Institutions10.1128/jmbe.v18i3.13651935-78851935-7877https://doaj.org/article/592410dd6d984f9385f9c5e4496358e92017-12-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v18i3.1365https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Improving STEM education through the propagation of highly effective teaching strategies is a major goal of national reform movements. CREATE (Consider, Read, Elucidate the hypotheses, Analyze and interpret the data, and Think of the next Experiment) is a transformative teaching and learning strategy grounded in evidence-based science pedagogy. CREATE courses promote both cognitive (e.g., critical thinking) and affective (e.g., attitudinal and epistemological) student gains in diverse settings. In this study, we look more deeply into the faculty development workshop used to disseminate CREATE pedagogy to instructors at two-year and four-year institutions. We hypothesized that an immersive experience would positively shift faculty participants’ views on teaching/learning, build their understanding of CREATE pedagogy and develop their confidence for course implementation. Internal and external assessments indicate that faculty participants did achieve gains within the timeframe of the CREATE workshop. We discuss the workshop training outcomes in the context of designing effective dissemination models for innovative practices.Sally G. HoskinsAlan J. GottesmanKristy L. KenyonAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 18, Iss 3 (2017)
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 Sally G. Hoskins Alan J. Gottesman Kristy L. Kenyon CREATE Two-Year/Four-Year Faculty Workshops: A Focus on Practice, Reflection, and Novel Curricular Design Leads to Diverse Gains for Faculty at Two-Year and Four-Year Institutions
description	Improving STEM education through the propagation of highly effective teaching strategies is a major goal of national reform movements. CREATE (Consider, Read, Elucidate the hypotheses, Analyze and interpret the data, and Think of the next Experiment) is a transformative teaching and learning strategy grounded in evidence-based science pedagogy. CREATE courses promote both cognitive (e.g., critical thinking) and affective (e.g., attitudinal and epistemological) student gains in diverse settings. In this study, we look more deeply into the faculty development workshop used to disseminate CREATE pedagogy to instructors at two-year and four-year institutions. We hypothesized that an immersive experience would positively shift faculty participants’ views on teaching/learning, build their understanding of CREATE pedagogy and develop their confidence for course implementation. Internal and external assessments indicate that faculty participants did achieve gains within the timeframe of the CREATE workshop. We discuss the workshop training outcomes in the context of designing effective dissemination models for innovative practices.
format	article
author	Sally G. Hoskins Alan J. Gottesman Kristy L. Kenyon
author_facet	Sally G. Hoskins Alan J. Gottesman Kristy L. Kenyon
author_sort	Sally G. Hoskins
title	CREATE Two-Year/Four-Year Faculty Workshops: A Focus on Practice, Reflection, and Novel Curricular Design Leads to Diverse Gains for Faculty at Two-Year and Four-Year Institutions
title_short	CREATE Two-Year/Four-Year Faculty Workshops: A Focus on Practice, Reflection, and Novel Curricular Design Leads to Diverse Gains for Faculty at Two-Year and Four-Year Institutions
title_full	CREATE Two-Year/Four-Year Faculty Workshops: A Focus on Practice, Reflection, and Novel Curricular Design Leads to Diverse Gains for Faculty at Two-Year and Four-Year Institutions
title_fullStr	CREATE Two-Year/Four-Year Faculty Workshops: A Focus on Practice, Reflection, and Novel Curricular Design Leads to Diverse Gains for Faculty at Two-Year and Four-Year Institutions
title_full_unstemmed	CREATE Two-Year/Four-Year Faculty Workshops: A Focus on Practice, Reflection, and Novel Curricular Design Leads to Diverse Gains for Faculty at Two-Year and Four-Year Institutions
title_sort	create two-year/four-year faculty workshops: a focus on practice, reflection, and novel curricular design leads to diverse gains for faculty at two-year and four-year institutions
publisher	American Society for Microbiology
publishDate	2017
url	https://doaj.org/article/592410dd6d984f9385f9c5e4496358e9
work_keys_str_mv	AT sallyghoskins createtwoyearfouryearfacultyworkshopsafocusonpracticereflectionandnovelcurriculardesignleadstodiversegainsforfacultyattwoyearandfouryearinstitutions AT alanjgottesman createtwoyearfouryearfacultyworkshopsafocusonpracticereflectionandnovelcurriculardesignleadstodiversegainsforfacultyattwoyearandfouryearinstitutions AT kristylkenyon createtwoyearfouryearfacultyworkshopsafocusonpracticereflectionandnovelcurriculardesignleadstodiversegainsforfacultyattwoyearandfouryearinstitutions
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CREATE Two-Year/Four-Year Faculty Workshops: A Focus on Practice, Reflection, and Novel Curricular Design Leads to Diverse Gains for Faculty at Two-Year and Four-Year Institutions

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