Brief Training and Intensive Mentoring Guide Postdoctoral Scholars to Student-Centered Instruction

Autor/inn/en	Price, R. M.; Self, C. J.; Young, W. C.; Klein, E. R.; Al-Noori, S.; Ma, E. Y.; DeMarais, A.
Titel	Brief Training and Intensive Mentoring Guide Postdoctoral Scholars to Student-Centered Instruction
Quelle	In: CBE - Life Sciences Education, 20 (2021) 4, Artikel 64 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.21-03-0083
Schlagwörter	Postdoctoral Education; Mentors; Program Effectiveness; STEM Education; College Faculty; Undergraduate Study; Student Behavior; Student Centered Learning; Training; Active Learning; Researchers; Teaching Experience; Science Instruction; Evidence Based Practice; Apprenticeships; Program Evaluation; Teaching Methods; Teacher Behavior; Washington + Suchen Sie Ihr Suchwort? STEM; Fakultät; Grundstudium; Student behaviour; Schülerverhalten; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Ausbildung; Aktives Lernen; Researcher; Forscher; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Apprenticeship; Lehre; Programme evaluation; Programmevaluation; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher behaviour; Lehrerverhalten
Abstract	The Science Teaching Experience Program--Working in Science Education (STEP-WISE) provides teaching experience for postdoctoral scholars holding full-time research appointments. Through a combination of mentorship, deliberate practice, and feedback, the postdocs learn and apply inclusive, evidence-based pedagogies. STEP-WISE is integrated into postdocs' demanding schedules and is sustainable for institutions to run. Here, we assess the effectiveness of STEP-WISE. We used the Classroom Observation Protocol for Undergraduate STEM instruction to quantify instructor and student behaviors in 20 STEP-WISE class sessions from seven courses designed and taught by postdocs in the program. We found that all of the postdocs used student-centered teaching strategies. Also, using a design-based research framework, we studied the program to identify the salient components of its design. Four interconnected key elements contribute to the program's success: (1) two training sessions, (2) a precourse meeting with the mentor, (3) implementation of active-learning strategies with support, and (4) debriefing with the mentor after each class session. STEP-WISE is a replicable model to support postdocs seeking training and experience in evidence-based teaching practices geared to improving undergraduate education and transforming pedagogical practice. We conclude that high-impact teaching can be learned early in a career with streamlined training and intensive mentoring. (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	2024/1/01