Implementing Pedagogical Change in Introductory Biology Courses through the Use of Faculty Learning Communities

Autor/inn/en	Addis, Elizabeth A.; Quardokus, Kathleen M.; Bassham, Diane C.; Becraft, Philip W.; Boury, Nancy; Coffman, Clark R.; Colbert, James T.; Powell-Coffman, Jo Anne
Titel	Implementing Pedagogical Change in Introductory Biology Courses through the Use of Faculty Learning Communities
Quelle	In: Journal of College Science Teaching, 43 (2013) 2, S.22-29 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Introductory Courses; Biology; Educational Change; Change Strategies; Communities of Practice; Instructional Innovation; Student Centered Curriculum; Teaching Methods; Educational Practices; Teacher Attitudes; Teacher Surveys; Active Learning; Barriers; Benchmarking; Program Implementation; College Faculty; Iowa + Suchen Sie Ihr Suchwort? Einführungskurs; Biologie; Bildungsreform; Lösungsstrategie; Community; Educational Innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Lehrerverhalten; Aktives Lernen; Fakultät
Abstract	Recent national reports have indicated a need for significant changes in science higher education, with the inclusion of more student centered learning. However, substantial barriers to change exist. These include a lack of faculty awareness and understanding of appropriate pedagogical approaches, large class sizes, the time commitment needed to make these changes, and lack of resources and support. At Iowa State University, the implementation of student-centered learning in introductory biology classes is being facilitated by the use of faculty learning communities (FLCs). Progress toward this goal was assessed via surveys of faculty, including both FLC participants and nonparticipants, to determine their teaching practices and attitudes toward biology education. Two years after the formation of the FLCs, a majority of FLC participants indicated that they had experimented with teaching methods and had worked to clarify learning goals for their classes. To continue these changes and promote a true cultural shift within the program, next steps are to independently assess faculty progress toward student centered learning and changes in student learning gains, as well as to develop a more transparent incentive and reward system for faculty teaching. (As Provided).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10