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Collectively Improving Our Teaching: Attempting Biology Department-Wide Professional Development in Scientific Teaching

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Title: Collectively Improving Our Teaching: Attempting Biology Department-Wide Professional Development in Scientific Teaching
Language: English
Authors: Owens, Melinda T., Trujillo, Gloriana, Seidel, Shannon B., Harrison, Colin D., Farrar, Katherine M., Benton, Hilary P., Blair, J. R., Boyer, Katharyn E., Breckler, Jennifer L., Burrus, Laura W., Byrd, Dana T., Caporale, Natalia, Carpenter, Edward J., Chan, Yee-Hung M., Chen, Joseph C., Chen, Lily, Chen, Linda H., Chu, Diana S., Cochlan, William P., Crook, Robyn J., Crow, Karen D., de la Torre, José R., Denetclaw, Wilfred F., Dowdy, Lynne M., Franklin, Darleen, Fuse, Megumi, Goldman, Michael A., Govindan, Brinda, Green, Michael, Harris, Holly E., He, Zheng-Hui, Ingalls, Stephen B., Ingmire, Peter, Johnson, Amber R. B., Knight, Jonathan D., LeBuhn, Gretchen, Light, Terrye L., Low, Candace, Lund, Lance, Márquez-Magaña, Leticia M., Miller-Sims, Vanessa C., Moffatt, Christopher A., Murdock, Heather, Nusse, Gloria L., Parker, V. Thomas, Pasion, Sally G., Patterson, Robert, Pennings, Pleuni S., Ramirez, Julio C., Ramirez, Robert M., Riggs, Blake, Rohlfs, Rori V., Romeo, Joseph M., Rothman, Barry S., Roy, Scott W., Russo-Tait, Tatiane, Sehgal, Ravinder N. M., Simonin, Kevin A., Spicer, Greg S., Stillman, Jonathon H., Swei, Andrea, Timpe, Leslie C., Vredenburg, Vance T., Weinstein, Steven L., Zink, Andrew G., Kelley, Loretta A., Domingo, Carmen R., Tanner, Kimberly D.
Source: CBE - Life Sciences Education. Mar 2018 17(1).
Availability: 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
Peer Reviewed: Y
Page Count: 17
Publication Date: 2018
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: DUE1226361
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Descriptors: Biology, College Science, Science Instruction, Faculty Development, Active Learning, Expertise, Alumni, Undergraduate Students, Teaching Methods, Mixed Methods Research, Teacher Attitudes, Student Attitudes, Communities of Practice, Educational Change, Leadership
Geographic Terms: California (San Francisco)
DOI: 10.1187/cbe.17-06-0106
ISSN: 1931-7913
Abstract: Many efforts to improve science teaching in higher education focus on a few faculty members at an institution at a time, with limited published evidence on attempts to engage faculty across entire departments. We created a long-term, department-wide collaborative professional development program, Biology Faculty Explorations in Scientific Teaching (Biology FEST). Across 3 years of Biology FEST, 89% of the department's faculty completed a weeklong scientific teaching institute, and 83% of eligible instructors participated in additional semester-long follow-up programs. A semester after institute completion, the majority of Biology FEST alumni reported adding active learning to their courses. These instructor self-reports were corroborated by audio analysis of classroom noise and surveys of students in biology courses on the frequency of active-learning techniques used in classes taught by Biology FEST alumni and nonalumni. Three years after Biology FEST launched, faculty participants overwhelmingly reported that their teaching was positively affected. Unexpectedly, most respondents also believed that they had improved relationships with departmental colleagues and felt a greater sense of belonging to the department. Overall, our results indicate that biology department-wide collaborative efforts to develop scientific teaching skills can indeed attract large numbers of faculty, spark widespread change in teaching practices, and improve departmental relations.
Abstractor: As Provided
Number of References: 54
Entry Date: 2018
Accession Number: EJ1171565
Database: ERIC
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  Data: Many efforts to improve science teaching in higher education focus on a few faculty members at an institution at a time, with limited published evidence on attempts to engage faculty across entire departments. We created a long-term, department-wide collaborative professional development program, Biology Faculty Explorations in Scientific Teaching (Biology FEST). Across 3 years of Biology FEST, 89% of the department's faculty completed a weeklong scientific teaching institute, and 83% of eligible instructors participated in additional semester-long follow-up programs. A semester after institute completion, the majority of Biology FEST alumni reported adding active learning to their courses. These instructor self-reports were corroborated by audio analysis of classroom noise and surveys of students in biology courses on the frequency of active-learning techniques used in classes taught by Biology FEST alumni and nonalumni. Three years after Biology FEST launched, faculty participants overwhelmingly reported that their teaching was positively affected. Unexpectedly, most respondents also believed that they had improved relationships with departmental colleagues and felt a greater sense of belonging to the department. Overall, our results indicate that biology department-wide collaborative efforts to develop scientific teaching skills can indeed attract large numbers of faculty, spark widespread change in teaching practices, and improve departmental relations.
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      – PersonEntity:
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      – PersonEntity:
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            NameFull: Riggs, Blake
      – PersonEntity:
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            NameFull: Romeo, Joseph M.
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            NameFull: Roy, Scott W.
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          Dates:
            – D: 01
              M: 03
              Type: published
              Y: 2018
          Identifiers:
            – Type: issn-electronic
              Value: 1931-7913
          Numbering:
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              Value: 17
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: CBE - Life Sciences Education
              Type: main
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