Targeting Change: Assessing a Faculty Learning Community Focused on Increasing Statistics Content in Life Science Curricula

Autor/inn/en	Parker, Loran Carleton; Gleichsner, Alyssa M.; Adedokun, Omolola A.; Forney, James
Titel	Targeting Change: Assessing a Faculty Learning Community Focused on Increasing Statistics Content in Life Science Curricula
Quelle	In: Biochemistry and Molecular Biology Education, 44 (2016) 6, S.517-525 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8175
DOI	10.1002/bmb.20974
Schlagwörter	College Faculty; Communities of Practice; Science Teachers; Research Universities; Science Curriculum; Curriculum Development; Interviews; Program Evaluation; Teacher Attitudes; Educational Attitudes; Teaching Skills; Educational Practices + Suchen Sie Ihr Suchwort? Fakultät; Community; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Forschungseinrichtung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Interviewing; Interviewtechnik; Programme evaluation; Programmevaluation; Lehrerverhalten; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Bildungspraxis
Abstract	Transformation of research in all biological fields necessitates the design, analysis and, interpretation of large data sets. Preparing students with the requisite skills in experimental design, statistical analysis, and interpretation, and mathematical reasoning will require both curricular reform and faculty who are willing and able to integrate mathematical and statistical concepts into their life science courses. A new Faculty Learning Community (FLC) was constituted each year for four years to assist in the transformation of the life sciences curriculum and faculty at a large, Midwestern research university. Participants were interviewed after participation and surveyed before and after participation to assess the impact of the FLC on their attitudes toward teaching, perceived pedagogical skills, and planned teaching practice. Overall, the FLC had a meaningful positive impact on participants' attitudes toward teaching, knowledge about teaching, and perceived pedagogical skills. Interestingly, confidence for viewing the classroom as a site for research about teaching declined. Implications for the creation and development of FLCs for science faculty are discussed. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01