A Faculty Professional Development Model That Improves Student Learning, Encourages Active-Learning Instructional Practices, and Works for Faculty at Multiple Institutions

Autor/inn/en	Pelletreau, Karen N.; Knight, Jennifer K.; Lemons, Paula P.; McCourt, Jill S.; Merrill, John E.; Nehm, Ross H.; Prevost, Luanna B.; Urban-Lurain, Mark; Smith, Michelle K.
Titel	A Faculty Professional Development Model That Improves Student Learning, Encourages Active-Learning Instructional Practices, and Works for Faculty at Multiple Institutions
Quelle	In: CBE - Life Sciences Education, 17 (2018) 2, (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.17-12-0260
Schlagwörter	Faculty Development; Models; Academic Achievement; Active Learning; Teaching Methods; Semi Structured Interviews; Student Improvement; Science Instruction; STEM Education; Biology; Genetics; Instructional Materials; Pretests Posttests; College Faculty; Maine; Michigan; Colorado (Boulder); New York; Georgia + Suchen Sie Ihr Suchwort? Analogiemodell; Schulleistung; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; STEM; Biologie; Humangenetik; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Fakultät
Abstract	Helping faculty develop high-quality instruction that positively affects student learning can be complicated by time limitations, a lack of resources, and inexperience using student data to make iterative improvements. We describe a community of 16 faculty from five institutions who overcame these challenges and collaboratively designed, taught, iteratively revised, and published an instructional unit about the potential effect of mutations on DNA replication, transcription, and translation. The unit was taught to more than 2000 students in 18 courses, and student performance improved from preassessment to postassessment in every classroom. This increase occurred even though faculty varied in their instructional practices when they were teaching identical materials. We present information on how this faculty group was organized and facilitated, how members used student data to positively affect learning, and how they increased their use of active-learning instructional practices in the classroom as a result of participation. We also interviewed faculty to learn more about the most useful components of the process. We suggest that this professional development model can be used for geographically separated faculty who are interested in working together on a known conceptual difficulty to improve student learning and explore active-learning instructional practices. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01