Benefits of a College STEM Faculty Development Initiative: Instructors Report Increased and Sustained Implementation of Research-Based Instructional Strategies

The Summer Institutes on Scientific Teaching (SI) is a faculty development workshop in which science, technology, engineering, and mathematics (STEM) instructors, particularly from biology, are trained in the Scientific Teaching (ST) pedagogy. While participants have generally reported positive expe...

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Autores principales:	Mary F. Durham, Oriana R. Aragón, Meghan E. Bathgate, Aiyana Bobrownicki, Andrew J. Cavanagh, Xinnian Chen, William M. Trochim, Jonathan K. Waterhouse, Mark J. Graham, Brian A. Couch
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2020
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/d88c77c9d00d4a05a9a523c073b2d713
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spelling	oai:doaj.org-article:d88c77c9d00d4a05a9a523c073b2d7132021-11-15T15:04:32ZBenefits of a College STEM Faculty Development Initiative: Instructors Report Increased and Sustained Implementation of Research-Based Instructional Strategies10.1128/jmbe.v21i2.21271935-78851935-7877https://doaj.org/article/d88c77c9d00d4a05a9a523c073b2d7132020-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v21i2.2127https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885The Summer Institutes on Scientific Teaching (SI) is a faculty development workshop in which science, technology, engineering, and mathematics (STEM) instructors, particularly from biology, are trained in the Scientific Teaching (ST) pedagogy. While participants have generally reported positive experiences, we aimed to assess how the SI affected participants’ teaching practices. Building on a previously developed taxonomy of ST practices, we surveyed SI participants from the 2004–2014 SI classes regarding specific ST practices. Participants’ self-reported use and implementation of ST practices increased immediately after SI attendance as well as over a longer time frame, suggesting that implementation persisted and even increased with time. However, instructors reported implementation gains for some practices more than others. The practices with the highest gains were engaging students in their own learning, using learning goals in course design, employing formative assessment, developing overarching course learning goals, representing science as a process, and facilitating group discussion activities. We propose that the ST practices showing the greatest gains may serve as beneficial focal points for professional development programs, while practices with smaller gains may require modified dissemination approaches or support structures.Mary F. DurhamOriana R. AragónMeghan E. BathgateAiyana BobrownickiAndrew J. CavanaghXinnian ChenWilliam M. TrochimJonathan K. WaterhouseMark J. GrahamBrian A. CouchAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 21, Iss 2 (2020)
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 Mary F. Durham Oriana R. Aragón Meghan E. Bathgate Aiyana Bobrownicki Andrew J. Cavanagh Xinnian Chen William M. Trochim Jonathan K. Waterhouse Mark J. Graham Brian A. Couch Benefits of a College STEM Faculty Development Initiative: Instructors Report Increased and Sustained Implementation of Research-Based Instructional Strategies
description	The Summer Institutes on Scientific Teaching (SI) is a faculty development workshop in which science, technology, engineering, and mathematics (STEM) instructors, particularly from biology, are trained in the Scientific Teaching (ST) pedagogy. While participants have generally reported positive experiences, we aimed to assess how the SI affected participants’ teaching practices. Building on a previously developed taxonomy of ST practices, we surveyed SI participants from the 2004–2014 SI classes regarding specific ST practices. Participants’ self-reported use and implementation of ST practices increased immediately after SI attendance as well as over a longer time frame, suggesting that implementation persisted and even increased with time. However, instructors reported implementation gains for some practices more than others. The practices with the highest gains were engaging students in their own learning, using learning goals in course design, employing formative assessment, developing overarching course learning goals, representing science as a process, and facilitating group discussion activities. We propose that the ST practices showing the greatest gains may serve as beneficial focal points for professional development programs, while practices with smaller gains may require modified dissemination approaches or support structures.
format	article
author	Mary F. Durham Oriana R. Aragón Meghan E. Bathgate Aiyana Bobrownicki Andrew J. Cavanagh Xinnian Chen William M. Trochim Jonathan K. Waterhouse Mark J. Graham Brian A. Couch
author_facet	Mary F. Durham Oriana R. Aragón Meghan E. Bathgate Aiyana Bobrownicki Andrew J. Cavanagh Xinnian Chen William M. Trochim Jonathan K. Waterhouse Mark J. Graham Brian A. Couch
author_sort	Mary F. Durham
title	Benefits of a College STEM Faculty Development Initiative: Instructors Report Increased and Sustained Implementation of Research-Based Instructional Strategies
title_short	Benefits of a College STEM Faculty Development Initiative: Instructors Report Increased and Sustained Implementation of Research-Based Instructional Strategies
title_full	Benefits of a College STEM Faculty Development Initiative: Instructors Report Increased and Sustained Implementation of Research-Based Instructional Strategies
title_fullStr	Benefits of a College STEM Faculty Development Initiative: Instructors Report Increased and Sustained Implementation of Research-Based Instructional Strategies
title_full_unstemmed	Benefits of a College STEM Faculty Development Initiative: Instructors Report Increased and Sustained Implementation of Research-Based Instructional Strategies
title_sort	benefits of a college stem faculty development initiative: instructors report increased and sustained implementation of research-based instructional strategies
publisher	American Society for Microbiology
publishDate	2020
url	https://doaj.org/article/d88c77c9d00d4a05a9a523c073b2d713
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Benefits of a College STEM Faculty Development Initiative: Instructors Report Increased and Sustained Implementation of Research-Based Instructional Strategies

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