Shifting Faculty Approaches to Pedagogy through Structured Teaching Postdoc Experiences

Many studies confirm the benefit of active learning in STEM teaching. However, many faculty have been slow to adopt such practices, perhaps due to limited time to learn and implement new approaches. One way to address this deficit is to offer structured teaching postdoctoral experiences to trained s...

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Autores principales:	Stefanie H. Chen, Carlos C. Goller
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/7e77f7dd5cb946a5887a2da5811abdf3
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spelling	oai:doaj.org-article:7e77f7dd5cb946a5887a2da5811abdf32021-11-15T15:04:28ZShifting Faculty Approaches to Pedagogy through Structured Teaching Postdoc Experiences10.1128/jmbe.v20i2.17891935-78851935-7877https://doaj.org/article/7e77f7dd5cb946a5887a2da5811abdf32019-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v20i2.1789https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Many studies confirm the benefit of active learning in STEM teaching. However, many faculty have been slow to adopt such practices, perhaps due to limited time to learn and implement new approaches. One way to address this deficit is to offer structured teaching postdoctoral experiences to trained scientists who want to enter academia. We outline the benefits of providing pedagogical training at the postdoctoral level and present a framework for structuring an impactful teaching postdoc program.Stefanie H. ChenCarlos C. GollerAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 20, Iss 2 (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 Stefanie H. Chen Carlos C. Goller Shifting Faculty Approaches to Pedagogy through Structured Teaching Postdoc Experiences
description	Many studies confirm the benefit of active learning in STEM teaching. However, many faculty have been slow to adopt such practices, perhaps due to limited time to learn and implement new approaches. One way to address this deficit is to offer structured teaching postdoctoral experiences to trained scientists who want to enter academia. We outline the benefits of providing pedagogical training at the postdoctoral level and present a framework for structuring an impactful teaching postdoc program.
format	article
author	Stefanie H. Chen Carlos C. Goller
author_facet	Stefanie H. Chen Carlos C. Goller
author_sort	Stefanie H. Chen
title	Shifting Faculty Approaches to Pedagogy through Structured Teaching Postdoc Experiences
title_short	Shifting Faculty Approaches to Pedagogy through Structured Teaching Postdoc Experiences
title_full	Shifting Faculty Approaches to Pedagogy through Structured Teaching Postdoc Experiences
title_fullStr	Shifting Faculty Approaches to Pedagogy through Structured Teaching Postdoc Experiences
title_full_unstemmed	Shifting Faculty Approaches to Pedagogy through Structured Teaching Postdoc Experiences
title_sort	shifting faculty approaches to pedagogy through structured teaching postdoc experiences
publisher	American Society for Microbiology
publishDate	2019
url	https://doaj.org/article/7e77f7dd5cb946a5887a2da5811abdf3
work_keys_str_mv	AT stefaniehchen shiftingfacultyapproachestopedagogythroughstructuredteachingpostdocexperiences AT carloscgoller shiftingfacultyapproachestopedagogythroughstructuredteachingpostdocexperiences
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Shifting Faculty Approaches to Pedagogy through Structured Teaching Postdoc Experiences

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