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Hsu JL, Misra A, Wolyniak MJ, Goller CC, Mathews S, Swamy U, Newman DL, Moore ME. Charting a new vision: lessons on Vision & Change from a network of biology educators. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2025; 26:e0017224. [PMID: 39791883 PMCID: PMC12020788 DOI: 10.1128/jmbe.00172-24] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/17/2024] [Accepted: 12/11/2024] [Indexed: 01/12/2025]
Abstract
The 2011 Vision & Change report outlined several recommendations for transforming undergraduate biology education, sparking multiple pedagogical reform efforts. Among these was the Promoting Active Learning and Mentoring (PALM) network, an NSF-funded program that provided mentorship and training to instructors on implementing active learning in the classroom. Here, we provide a perspective on how members of the biology education community in PALM view the recommendations of Vision & Change, drawing upon our experiences both as members of PALM and as leaders of an associated project funded by another NSF grant that hosted PALM alumni at various conferences. These efforts have allowed us to gain insight into how our alumni think of Vision & Change, including how they interpret its recommendations, the challenges and opportunities that they view for implementing these recommendations, and the areas they see as critical to be addressed in future national reports for supporting undergraduate biology education. We synthesize these voices here, providing perspectives from a diverse group of biology instructors on what they think about Vision & Change, and provide recommendations for the biology education community based upon these PALM community voices.
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Affiliation(s)
- Jeremy L. Hsu
- Schmid College of Science and Technology, Chapman University, Orange, California, USA
| | - Anjali Misra
- Department of Molecular, Cell, & Developmental Biology, University of California, Santa Cruz, California, USA
| | - Michael J. Wolyniak
- Department of Biology, Hampden-Sydney College, Hampden-Sydney, Virginia, USA
| | - Carlos C. Goller
- Department of Biological Sciences, North Carolina State University, Raleigh, North Carolina, USA
| | - Stephanie Mathews
- Department of Biological Sciences, North Carolina State University, Raleigh, North Carolina, USA
| | - Uma Swamy
- Department of Chemistry and Biochemistry, Florida International University, Miami, Florida, USA
| | - Dina L. Newman
- Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, New York, USA
| | - Michael E. Moore
- STEM Education Center, University of Arkansas at Little Rock, Little Rock, Arkansas, USA
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2
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Kulkarni A. Developing a faculty support program for fostering enriching undergraduate laboratory experiences under limited resource conditions. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2023; 24:e00141-23. [PMID: 38108008 PMCID: PMC10720460 DOI: 10.1128/jmbe.00141-23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 12/19/2023]
Abstract
Meaningful pedagogical reform requires good faculty training and support programs. Such support is particularly valuable when colleges and universities are trying to bring research and inquiry into the laboratory curricula under resource-limited conditions. In this situation, it may help to extend the scope of the faculty support program to include training for practicing experimental techniques, sustainable networking opportunities, and a space to learn about pedagogical reforms. From this perspective, we share our experience about building a faculty development program for public college teachers who teach undergraduate biology in India. Though we designed the program for low-resource settings, the experiments curated could very well represent core biological concepts typically identified by the international community. The activities and overall design of the program can be useful for initiating pedagogical reform in any college/university where the traditional approach to biology laboratory instruction predominates, and high-end research is not easy to access.
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Affiliation(s)
- Anuttama Kulkarni
- Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research, Mumbai, Maharashtra, India
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3
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DeChenne-Peters SE, Scheuermann NL. Faculty Experiences during the Implementation of an Introductory Biology Course-Based Undergraduate Research Experience (CURE). CBE LIFE SCIENCES EDUCATION 2022; 21:ar70. [PMID: 36149669 PMCID: PMC9727613 DOI: 10.1187/cbe.21-06-0154] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/15/2021] [Revised: 08/11/2022] [Accepted: 08/30/2022] [Indexed: 06/16/2023]
Abstract
Course-based undergraduate research experiences (CUREs) integrate an authentic research experience for students into a laboratory course. CUREs provide many of the same benefits to students as individual faculty-mentored research experiences. However, faculty experiences in teaching CUREs are not as well understood. There are no studies that compare faculty's anticipated experiences to actual experiences, and little comparison of the faculty experience by institution. Through interviews with eight biology faculty from four institutions, the faculty experience in implementing a CURE in an introductory biology laboratory was explored using qualitative analysis. Institutions included: a small, minority-serving, women's, primarily undergraduate university; a small, residential, primarily undergraduate college; a midsized doctoral university; and a large community college. Interviews were conducted at three time points: before professional development (PD), after the initial semester of teaching the CURE, and after teaching the CURE at least twice (1 year later). Faculty described resources, benefits, challenges, and feelings about teaching the CURE. However, anticipated experiences were often not the same as those actually experienced. There were also institutional differences in resources, benefits, challenges, and feelings. Implications for CURE PD include specific content such as strategies for teaching effective research group work, development of student proposals, and student time management.
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Affiliation(s)
| | - N. L. Scheuermann
- Department of Biological Sciences, Northern Illinois University, DeKalb, IL 60115
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4
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Jeong S, Clyburn J, Bhatia NS, McCourt J, Lemons PP. Student Thinking in the Professional Development of College Biology Instructors: An Analysis through the Lens of Sociocultural Theory. CBE LIFE SCIENCES EDUCATION 2022; 21:ar30. [PMID: 35580006 PMCID: PMC9508914 DOI: 10.1187/cbe.21-01-0003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 01/11/2021] [Revised: 02/07/2022] [Accepted: 02/18/2022] [Indexed: 06/15/2023]
Abstract
An important facet of inclusive, student-centered science teaching is for college instructors to reveal and respond to student thinking. Professional development (PD) provides formal settings for instructors to develop skills attending and responding to student ideas in their teaching. Using the lens of sociocultural theory, the purpose of this study was to explore the learning experiences of college instructors in long-term faculty learning communities (FLCs) that focused on student thinking. This study employed a qualitative design using semistructured interviews, analyzed through qualitative thematic analysis. We investigated the ways that social interactions focused on artifacts of student learning facilitated college instructors' internalization of knowledge about teaching and learning. We found that participants valued the social space of the FLC for the camaraderie and diverse perspectives it facilitated and that participants internalized the discussions from their FLCs in the form of new insights into student thinking and plans for improving teaching. Our data support the idea that PD for college science teaching that includes social space focused on artifacts of student learning will lead to instructor learning. Further, our data point to the fruitfulness of new research to expand our knowledge of the implications of sociocultural theory for college science PD.
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Affiliation(s)
- Sophia Jeong
- Department of Teaching and Learning, Ohio State University, Columbus, OH 43210
| | - Jakayla Clyburn
- School of Education, University of North Carolina at Greensboro, Greensboro, NC 27412
| | - Nikhil S. Bhatia
- Department of Biochemistry and Molecular Biology, University of Georgia, Athens, GA 30602
| | - Jill McCourt
- Department of Chemistry, University of Puget Sound, Tacoma, WA 98416
| | - Paula P. Lemons
- Department of Biochemistry and Molecular Biology, University of Georgia, Athens, GA 30602
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McPartlan P, Thoman DB, Poe J, A Herrera F, Smith JL. OUP accepted manuscript. Bioscience 2022; 72:664-672. [PMID: 35769503 PMCID: PMC9236873 DOI: 10.1093/biosci/biac029] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
Abstract
What motivates faculty teaching gateway courses to consider adopting an evidence-based classroom intervention? In this nationally representative study of biology faculty members in the United States (N = 422), we used expectancy–value–cost theory to understand three convergent motivational processes the faculty members’ underlying intentions to adopt an exemplar evidence-based classroom intervention: the utility value intervention (UVI). Although the faculty members perceived the intervention as valuable, self-reported intentions to implement it were degraded by concerns about costs and lower expectancies for successful implementation. Structural equation modeling revealed that the faculty members reporting lower intentions to adopt it tended to be White and to identify as male and had many years of teaching or were from a more research-focused university. These personal, departmental, and institutional factors mapped onto value, expectancies, and cost perceptions uniquely, showing that each process was a necessary but insufficient way to inspire intentions to adopt the UVI. Our findings suggest multifaceted, context-responsive appeals to support faculty member motivation to scale up adoption of evidence-based classroom interventions.
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Affiliation(s)
| | - Dustin B Thoman
- San Diego State University, San Diego, California, United States
| | - Jennifer Poe
- University of Colorado, Colorado Springs, Colorado, United States
| | | | - Jessi L Smith
- University of Colorado, Colorado Springs, Colorado, United States
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6
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Moore ME, Naganathan A, Blumer SL, Goller CC, Misra A, Raut SA, Swamy U, Wick S, Wolyniak MJ. Facilitating Long-Term Mentoring To Effectively Implement Active Learning Instruction: Formation of the Promoting Active Learning and Mentoring (PALM) Network. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2020; 21:21.3.71. [PMID: 33294101 PMCID: PMC7669288 DOI: 10.1128/jmbe.v21i3.2203] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/30/2020] [Accepted: 09/08/2020] [Indexed: 06/12/2023]
Abstract
A large body of data suggests that implementing active learning practices in a STEM classroom contributes to increased success in both achievement of student learning outcomes and retention of students. Despite these findings, significant barriers exist for instructors implementing active learning strategies in their undergraduate classrooms. These barriers can be effectively addressed by providing sustained support to instructors and postdoctoral trainees interested in implementing active learning strategies in their teaching practice. The Promoting Active Learning and Mentoring (PALM) network attains this objective by connecting instructors interested in learning more about active learning (Fellows) with individuals who have extensive expertise related to this practice (mentors). These facilitated connections occur in the form of active mentorship for a year or more, virtual journal clubs, and biannual gatherings of PALM Fellows and mentors. Here, we describe the foundation on which PALM was built and explain how a successful mentorship program can pave the way for educators to adapt and implement evidence-based practices like active learning in a college classroom.
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Affiliation(s)
- Michael E. Moore
- Department of Neurobiology, Physiology, and Behavior, University of California—Davis, Davis, CA 95616
| | | | | | - Carlos C. Goller
- Department of Biological Sciences, North Carolina State University, Raleigh, NC 27695
| | - Anjali Misra
- Department of Life and Physical Sciences, Allan Hancock College, Santa Maria, CA 93455
| | - Samiksha A. Raut
- Department of Biology, University of Alabama at Birmingham, Birmingham, AL 35294
| | - Uma Swamy
- Department of Chemistry and Biochemistry, Florida International University, Miami, FL 33199
| | - Sue Wick
- Department of Biology Teaching and Learning, University of Minnesota—Twin Cities, Minneapolis, MN 55108
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Changing the Nature of Quantitative Biology Education: Data Science as a Driver. Bull Math Biol 2020; 82:127. [DOI: 10.1007/s11538-020-00785-0] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/24/2020] [Accepted: 07/28/2020] [Indexed: 12/12/2022]
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8
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Beck CW, Blumer LS. A Model for an Intensive Hands-On Faculty Development Workshop To Foster Change in Laboratory Teaching. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2019; 20:jmbe-20-46. [PMID: 31768210 PMCID: PMC6853778 DOI: 10.1128/jmbe.v20i3.1799] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/28/2019] [Accepted: 04/29/2019] [Indexed: 05/24/2023]
Abstract
Faculty development workshops are frequently used to bring about change in faculty teaching. Yet, the characteristics of successful faculty professional development in the context of laboratory teaching are unclear. In this Perspective, we describe our approach to intensive hands-on faculty development workshops for fostering change in laboratory teaching and present evidence for the effectiveness of the approach. The outcomes from our workshops and feedback from past participants support the following recommendations: 1) faculty should attend workshops in teams from their institutions, 2) workshops should allow participants to develop curricula that can be implemented with relatively little additional work after the workshop, 3) workshops should allow faculty time to "work" on tangible products and should involve hands-on activities, 4) workshops should be of sufficient duration to allow for faculty to develop expertise and tangible products but short enough that faculty do not "burn out," and 5) a structure for ongoing and systematic follow-up with participants is essential.
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9
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Barral AM, Ardi-Pastores VC, Simmons RE. Student Learning in an Accelerated Introductory Biology Course Is Significantly Enhanced by a Flipped-Learning Environment. CBE LIFE SCIENCES EDUCATION 2018; 17:ar38. [PMID: 30040530 PMCID: PMC6234803 DOI: 10.1187/cbe.17-07-0129] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/17/2017] [Revised: 05/01/2018] [Accepted: 05/17/2018] [Indexed: 05/31/2023]
Abstract
A flipped-classroom environment generally strives to create more in-class time for activities that enhance student learning, while shifting some content delivery to outside the classroom through the use of short didactic videos. We compared a flipped-classroom setting with the traditional ("control") setting for an accelerated lower-division general biology course. Student self-reporting and video analytics functions showed ample and variable video viewing among individual students. Student learning was evaluated through quizzes administered after a set of concepts were covered (post 1) and at the end of the course (post 2). Students in the flipped sections had significantly higher quiz scores than students in the control sections for both post 1 and post 2. Analyses of variance analyzing the effect of and interactions between type of instruction, in-class activities, time, and Bloom's level of the quiz questions found significant differences in the overall model and all the factors, except for the presence and level of activities. Significant differences between students in the flipped and control sections were observed for low-level Bloom's questions only. Thus, the positive effect of the flipped-classroom approach on student learning may be due to improvements in recall of basic concepts and a better understanding of biology vocabulary in their first biology course.
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Affiliation(s)
- Ana Maria Barral
- Department of Mathematics and Natural Sciences, College of Letters and Sciences, National University, San Diego, CA 92037
| | - Veronica C. Ardi-Pastores
- Department of Mathematics and Natural Sciences, College of Letters and Sciences, National University, San Diego, CA 92037
| | - Rachel E. Simmons
- Department of Mathematics and Natural Sciences, College of Letters and Sciences, National University, San Diego, CA 92037
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10
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Spencer KC, McDaniels M, Utzerath E, Rogers JG, Sorkness CA, Asquith P, Pfund C. Building a Sustainable National Infrastructure to Expand Research Mentor Training. CBE LIFE SCIENCES EDUCATION 2018; 17:ar48. [PMID: 30153422 PMCID: PMC6234808 DOI: 10.1187/cbe.18-03-0034] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/08/2018] [Revised: 05/29/2018] [Accepted: 06/27/2018] [Indexed: 06/01/2023]
Abstract
An evidence-based research mentor training (RMT) curricular series has been shown to improve the knowledge and skills of research mentors across disciplines and career stages. A train-the-trainer model was used in the context of several targeted approaches aimed at sustainability to support national dissemination of RMT and expand the network of facilitators prepared to implement the curricula. These infrastructure elements included 1) an expansion initiative to increase the number of trained facilitators able to deliver train-the-trainer workshops nationwide; 2) adaptation of RMT curricula for multiple audiences and career stages to increase accessibility; 3) implementation resources to support facilitators and help them overcome implementation barriers; and 4) standardized evaluation of training. This approach to dissemination and implementation has resulted in the preparation of nearly 600 trained facilitators, a large percentage of whom have implemented mentor training for more than 4000 graduate student, junior faculty, and senior faculty mentors. Implications for and challenges to building and sustaining the national dissemination of RMT are discussed.
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Affiliation(s)
- Kimberly C. Spencer
- Institute for Clinical and Translational Research, University of Wisconsin–Madison, Madison, WI 53705
| | - Melissa McDaniels
- Graduate School and Postdoctoral Office, Michigan State University, East Lansing, MI 48824
| | - Emily Utzerath
- Institute for Clinical and Translational Research, University of Wisconsin–Madison, Madison, WI 53705
| | - Jenna Griebel Rogers
- Institute for Clinical and Translational Research, University of Wisconsin–Madison, Madison, WI 53705
- Wisconsin Center for Education Research, University of Wisconsin–Madison, Madison, WI 53705
| | - Christine A. Sorkness
- Institute for Clinical and Translational Research, University of Wisconsin–Madison, Madison, WI 53705
| | - Pamela Asquith
- Department of Obstetrics and Gynecology, University of Wisconsin–Madison, Madison, WI 53705
| | - Christine Pfund
- Institute for Clinical and Translational Research, University of Wisconsin–Madison, Madison, WI 53705
- Wisconsin Center for Education Research, University of Wisconsin–Madison, Madison, WI 53705
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11
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Wang JTH. Course-based undergraduate research experiences in molecular biosciences-patterns, trends, and faculty support. FEMS Microbiol Lett 2018; 364:4033031. [PMID: 28859321 DOI: 10.1093/femsle/fnx157] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/23/2017] [Accepted: 07/21/2017] [Indexed: 12/20/2022] Open
Abstract
Inquiry-driven learning, research internships and course-based undergraduate research experiences all represent mechanisms through which educators can engage undergraduate students in scientific research. In life sciences education, the benefits of undergraduate research have been thoroughly evaluated, but limitations in infrastructure and training can prevent widespread uptake of these practices. It is not clear how faculty members can integrate complex laboratory techniques and equipment into their unique context, while finding the time and resources to implement undergraduate research according to best practice guidelines. This review will go through the trends and patterns in inquiry-based undergraduate life science projects with particular emphasis on molecular biosciences-the research-aligned disciplines of biochemistry, molecular cell biology, microbiology, and genomics and bioinformatics. This will provide instructors with an overview of the model organisms, laboratory techniques and research questions that are adaptable for semester-long projects, and serve as starting guidelines for course-based undergraduate research.
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Affiliation(s)
- Jack T H Wang
- School of Chemistry and Molecular Biosciences, The University of Queensland, Brisbane, QLD 4072, Australia
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12
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Hoskins SG, Gottesman AJ, Kenyon KL. CREATE Two-Year/Four-Year Faculty Workshops: A Focus on Practice, Reflection, and Novel Curricular Design Leads to Diverse Gains for Faculty at Two-Year and Four-Year Institutions. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2017; 18:jmbe-18-65. [PMID: 29854053 PMCID: PMC5976048 DOI: 10.1128/jmbe.v18i3.1365] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/07/2017] [Accepted: 09/06/2017] [Indexed: 05/24/2023]
Abstract
Improving STEM education through the propagation of highly effective teaching strategies is a major goal of national reform movements. CREATE (Consider, Read, Elucidate the hypotheses, Analyze and interpret the data, and Think of the next Experiment) is a transformative teaching and learning strategy grounded in evidence-based science pedagogy. CREATE courses promote both cognitive (e.g., critical thinking) and affective (e.g., attitudinal and epistemological) student gains in diverse settings. In this study, we look more deeply into the faculty development workshop used to disseminate CREATE pedagogy to instructors at two-year and four-year institutions. We hypothesized that an immersive experience would positively shift faculty participants' views on teaching/learning, build their understanding of CREATE pedagogy and develop their confidence for course implementation. Internal and external assessments indicate that faculty participants did achieve gains within the timeframe of the CREATE workshop. We discuss the workshop training outcomes in the context of designing effective dissemination models for innovative practices.
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Affiliation(s)
- Sally G. Hoskins
- Biology Department, City College of the City University of New York, New York, NY, 10031
| | - Alan J. Gottesman
- Biology Department, City College of the City University of New York, New York, NY, 10031
| | - Kristy L. Kenyon
- Biology Department, Hobart and William Smith Colleges, Geneva, New York, 14456
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13
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Froyd JE, Henderson C, Cole RS, Friedrichsen D, Khatri R, Stanford C. From Dissemination to Propagation: A New Paradigm for Education Developers. ACTA ACUST UNITED AC 2017. [DOI: 10.1080/00091383.2017.1357098] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Jeffrey E. Froyd
- Jeffrey E. Froyd is a Research Professor at Texas A&M University. His research interests include sustained adoption of improvements in learning and teaching, systematic reviews in engineering education, evaluation of faculty campus climates, and assessment of complex learning outcomes
| | - Charles Henderson
- Charles Henderson is a Professor at Western Michigan University with a joint appointment between the Department of Physics and the Mallinson Institute for Science Education. His research focuses on promoting productive changes in higher education at the individual, department, institution, and national levels
| | - Renée S. Cole
- Renée S. Cole is an Associate Professor of Chemistry at the University of Iowa. She teaches introductory and advanced courses in chemistry and runs a research program focused on the design and assessment of instructional materials and teaching strategies and faculty professional development
| | - Debra Friedrichsen
- Debra Friedrichsen founded and operates a small consulting company. She received her Ph.D. from Oregon State University in Chemical Engineering with a dissertation focused on engineering education. Debra also has a MBA, a MS, and a patent for sensor development
| | - Raina Khatri
- Raina Khatri is a doctoral student in the Mallinson Institute for Science Education at Western Michigan University. Her research focus is understanding how education developers in STEM can promote sustained adoption of their innovations
| | - Courtney Stanford
- Courtney Stanford is a postdoctoral researcher in the Department of Chemistry at Virginia Commonwealth University. Her current research focuses on the identification, development, and assessment of process skills (also known as professional skills) in active learning, undergraduate STEM classrooms
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14
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Manduca CA, Iverson ER, Luxenberg M, Macdonald RH, McConnell DA, Mogk DW, Tewksbury BJ. Improving undergraduate STEM education: The efficacy of discipline-based professional development. SCIENCE ADVANCES 2017; 3:e1600193. [PMID: 28246629 PMCID: PMC5310824 DOI: 10.1126/sciadv.1600193] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/01/2016] [Accepted: 01/02/2017] [Indexed: 05/10/2023]
Abstract
We sought to determine whether instructional practices used by undergraduate faculty in the geosciences have shifted from traditional teacher-centered lecture toward student-engaged teaching practices and to evaluate whether the national professional development program On the Cutting Edge (hereinafter Cutting Edge) has been a contributing factor in this change. We surveyed geoscience faculty across the United States in 2004, 2009, and 2012 and asked about teaching practices as well as levels of engagement in education research, scientific research, and professional development related to teaching. We tested these self-reported survey results with direct observations of teaching using the Reformed Teaching Observation Protocol, and we conducted interviews to understand what aspects of Cutting Edge have supported change. Survey data show that teaching strategies involving active learning have become more common, that these practices are concentrated in faculty who invest in learning about teaching, and that faculty investment in learning about teaching has increased. Regression analysis shows that, after controlling for other key influences, faculty who have participated in Cutting Edge programs and who regularly use resources on the Cutting Edge website are statistically more likely to use active learning teaching strategies. Cutting Edge participants also report that learning about teaching, the availability of teaching resources, and interactions with peers have supported changes in their teaching practice. Our data suggest that even one-time participation in a workshop with peers can lead to improved teaching by supporting a combination of affective and cognitive learning outcomes.
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Affiliation(s)
- Cathryn A. Manduca
- Science Education Resource Center, Carleton College, Northfield, MN 55057, USA
- Corresponding author.
| | - Ellen R. Iverson
- Science Education Resource Center, Carleton College, Northfield, MN 55057, USA
| | | | | | - David A. McConnell
- Marine, Earth, and Atmospheric Sciences Department, North Carolina State University, Raleigh, NC 27695, USA
| | - David W. Mogk
- Department of Earth Sciences, Montana State University, Bozeman, MT 59717, USA
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15
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Mulnix AB. STEM Faculty as Learners in Pedagogical Reform and the Role of Research Articles as Professional Development Opportunities. CBE LIFE SCIENCES EDUCATION 2016; 15:15/4/es8. [PMID: 27810872 PMCID: PMC5132382 DOI: 10.1187/cbe.15-12-0251] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/08/2015] [Revised: 04/13/2016] [Accepted: 04/15/2016] [Indexed: 05/27/2023]
Abstract
Discipline-based education research (DBER) publications are opportunities for professional development around science, technology, engineering, and mathematics (STEM) education reform. Learning theory tells us these publications could be more impactful if authors, reviewers, and editors pay greater attention to linking principles and practice. This approach, which considers faculty as learners and STEM education reform as content, has the potential to better support faculty members because it promotes a deeper understanding of the reasons why a pedagogical change is effective. This depth of understanding is necessary for faculty members to successfully transfer new knowledge to their own contexts. A challenge ahead for the emergent learning sciences is to better integrate findings from across sister disciplines; DBER reports can take a step in that direction while improving their usefulness for instructors.
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Affiliation(s)
- Amy B Mulnix
- Franklin and Marshall College, Lancaster, PA 17604
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16
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Brancaccio-Taras L, Pape-Lindstrom P, Peteroy-Kelly M, Aguirre K, Awong-Taylor J, Balser T, Cahill MJ, Frey RF, Jack T, Kelrick M, Marley K, Miller KG, Osgood M, Romano S, Uzman JA, Zhao J. The PULSE Vision & Change Rubrics, Version 1.0: A Valid and Equitable Tool to Measure Transformation of Life Sciences Departments at All Institution Types. CBE LIFE SCIENCES EDUCATION 2016; 15:15/4/ar60. [PMID: 27856548 PMCID: PMC5132357 DOI: 10.1187/cbe.15-12-0260] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/22/2015] [Revised: 05/17/2016] [Accepted: 06/01/2016] [Indexed: 05/08/2023]
Abstract
The PULSE Vision & Change Rubrics, version 1.0, assess life sciences departments' progress toward implementation of the principles of the Vision and Change report. This paper reports on the development of the rubrics, their validation, and their reliability in measuring departmental change aligned with the Vision and Change recommendations. The rubrics assess 66 different criteria across five areas: Curriculum Alignment, Assessment, Faculty Practice/Faculty Support, Infrastructure, and Climate for Change. The results from this work demonstrate the rubrics can be used to evaluate departmental transformation equitably across institution types and represent baseline data about the adoption of the Vision and Change recommendations by life sciences programs across the United States. While all institution types have made progress, liberal arts institutions are farther along in implementing these recommendations. Generally, institutions earned the highest scores on the Curriculum Alignment rubric and the lowest scores on the Assessment rubric. The results of this study clearly indicate that the Vision & Change Rubrics, version 1.0, are valid and equitable and can track long-term progress of the transformation of life sciences departments. In addition, four of the five rubrics have broad applicability and can be used to evaluate departmental transformation by other science, technology, engineering, and mathematics disciplines.
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Affiliation(s)
| | | | | | - Karen Aguirre
- Department of Biology, Coastal Carolina University, Conway, SC 29528
| | - Judy Awong-Taylor
- Department of Biology, Georgia Gwinnett College, Lawrenceville, GA 30043
| | - Teri Balser
- Curtin University, Faculty of Science and Engineering, Perth, Western Australia 6845, Australia
| | - Michael J Cahill
- Center for Integrative Research on Cognition, Learning, and Education (CIRCLE) and
| | - Regina F Frey
- Center for Integrative Research on Cognition, Learning, and Education (CIRCLE) and
| | - Thomas Jack
- Department of Biological Sciences, Dartmouth College, Hanover, NH 03755
| | - Michael Kelrick
- Department of Biology, Truman State University, Kirksville, MO 63501
| | - Kate Marley
- Office of the Vice President for Academic Affairs, Doane College, Crete, NE 68333
| | - Kathryn G Miller
- Department of Biology, Washington University in St. Louis, St. Louis, MO 63130
| | - Marcy Osgood
- Department of Biochemistry and Molecular Biology, University of New Mexico, Albuquerque, NM 87131
| | - Sandra Romano
- College of Science and Mathematics, University of the Virgin Islands, St. Thomas, VI 00802
| | - J Akif Uzman
- College of Sciences and Technology, University of Houston-Downtown, Houston, TX 77002
| | - Jiuqing Zhao
- Center for Integrative Research on Cognition, Learning, and Education (CIRCLE) and
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17
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Stefanski KM, Gardner GE, Seipelt-Thiemann RL. Development of a Lac Operon Concept Inventory (LOCI). CBE LIFE SCIENCES EDUCATION 2016; 15:15/2/ar24. [PMID: 27252300 PMCID: PMC4909346 DOI: 10.1187/cbe.15-07-0162] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/30/2015] [Revised: 02/12/2016] [Accepted: 02/23/2016] [Indexed: 05/24/2023]
Abstract
Concept inventories (CIs) are valuable tools for educators that assess student achievement and identify misconceptions held by students. Results of student responses can be used to adjust or develop new instructional methods for a given topic. The regulation of gene expression in both prokaryotes and eukaryotes is an important concept in genetics and one that is particularly challenging for undergraduate students. As part of a larger study examining instructional methods related to gene regulation, the authors developed a 12-item CI assessing student knowledge of the lac operon. Using an established protocol, the authors wrote open-ended questions and conducted in-class testing with undergraduate microbiology and genetics students to discover common errors made by students about the lac operon and to determine aspects of item validity. Using these results, we constructed a 12-item multiple-choice lac operon CI called the Lac Operon Concept Inventory (LOCI), The LOCI was reviewed by two experts in the field for content validity. The LOCI underwent item analysis and was assessed for reliability with a sample of undergraduate genetics students (n = 115). The data obtained were found to be valid and reliable (coefficient alpha = 0.994) with adequate discriminatory power and item difficulty.
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Affiliation(s)
| | - Grant E Gardner
- Biology Department, Middle Tennessee State University, Murfreesboro, TN 37132 Math and Science Education Program, Middle Tennessee State University, Murfreesboro, TN 37132
| | - Rebecca L Seipelt-Thiemann
- Biology Department, Middle Tennessee State University, Murfreesboro, TN 37132 Math and Science Education Program, Middle Tennessee State University, Murfreesboro, TN 37132 Molecular Biosciences Program, Middle Tennessee State University, Murfreesboro, TN 37132
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18
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Kenyon KL, Onorato ME, Gottesman AJ, Hoque J, Hoskins SG. Testing CREATE at Community Colleges: An Examination of Faculty Perspectives and Diverse Student Gains. CBE LIFE SCIENCES EDUCATION 2016; 15:ar8. [PMID: 26931399 PMCID: PMC4803097 DOI: 10.1187/cbe.15-07-0146] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/08/2015] [Revised: 12/18/2015] [Accepted: 12/28/2015] [Indexed: 05/24/2023]
Abstract
CREATE (Consider, Read, Elucidate the hypotheses, Analyze and interpret the data, and Think of the next Experiment) is an innovative pedagogy for teaching science through the intensive analysis of scientific literature. Initiated at the City College of New York, a minority-serving institution, and regionally expanded in the New York/New Jersey/Pennsylvania area, this methodology has had multiple positive impacts on faculty and students in science, technology, engineering, and mathematics courses. To determine whether the CREATE strategy is effective at the community college (2-yr) level, we prepared 2-yr faculty to use CREATE methodologies and investigated CREATE implementation at community colleges in seven regions of the United States. We used outside evaluation combined with pre/postcourse assessments of students to test related hypotheses: 1) workshop-trained 2-yr faculty teach effectively with the CREATE strategy in their first attempt, and 2) 2-yr students in CREATE courses make cognitive and affective gains during their CREATE quarter or semester. Community college students demonstrated positive shifts in experimental design and critical-thinking ability concurrent with gains in attitudes/self-rated learning and maturation of epistemological beliefs about science.
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Affiliation(s)
- Kristy L Kenyon
- *Biology Department, Hobart and William Smith Colleges, Geneva, NY 14456
| | - Morgan E Onorato
- *Biology Department, Hobart and William Smith Colleges, Geneva, NY 14456
| | - Alan J Gottesman
- Biology Department, City College of the City University of New York, New York, NY 10031
| | - Jamila Hoque
- Biology Department, City College of the City University of New York, New York, NY 10031
| | - Sally G Hoskins
- Biology Department, City College of the City University of New York, New York, NY 10031
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19
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Pfund C, Spencer KC, Asquith P, House SC, Miller S, Sorkness CA. Building national capacity for research mentor training: an evidence-based approach to training the trainers. CBE LIFE SCIENCES EDUCATION 2015; 14:14:ar24. [PMID: 26033872 PMCID: PMC4477740 DOI: 10.1187/cbe.14-10-0184] [Citation(s) in RCA: 37] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/23/2014] [Accepted: 03/22/2015] [Indexed: 05/12/2023]
Abstract
Research mentor training (RMT), based on the published Entering Mentoring curricula series, has been shown to improve the knowledge and skills of research mentors across career stages, as self-reported by both the mentors engaged in training and their mentees. To promote widespread dissemination and empower others to implement this evidence-based training at their home institutions, we developed an extensive, interactive, multifaceted train-the-trainer workshop. The specific goals of these workshops are to 1) increase facilitator knowledge of an RMT curriculum, 2) increase facilitator confidence in implementing the curriculum, 3) provide a safe environment to practice facilitation of curricular activities, and 4) review implementation strategies and evaluation tools. Data indicate that our approach results in high satisfaction and significant confidence gains among attendees. Of the 195 diverse attendees trained in our workshops since Fall 2010, 44% report implementation at 39 different institutions, collectively training more than 500 mentors. Further, mentors who participated in the RMT sessions led by our trained facilitators report high facilitator effectiveness in guiding discussion. Implications and challenges to building the national capacity needed for improved research mentoring relationships are discussed.
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Affiliation(s)
- Christine Pfund
- *Institute for Clinical and Translational Research, University of Wisconsin-Madison, Madison, WI 53705 Wisconsin Center for Education Research, University of Wisconsin-Madison, Madison, WI 53706
| | - Kimberly C Spencer
- *Institute for Clinical and Translational Research, University of Wisconsin-Madison, Madison, WI 53705
| | - Pamela Asquith
- *Institute for Clinical and Translational Research, University of Wisconsin-Madison, Madison, WI 53705
| | - Stephanie C House
- *Institute for Clinical and Translational Research, University of Wisconsin-Madison, Madison, WI 53705
| | - Sarah Miller
- Division of Information Technology-Academic Technology, University of Wisconsin-Madison, Madison, WI 53706
| | - Christine A Sorkness
- *Institute for Clinical and Translational Research, University of Wisconsin-Madison, Madison, WI 53705
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20
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Prunuske AJ, Wick S, Wolyniak MJ. Response to Overcoming the Barrier to Implementing Authentic Research Experiences through Faculty Mentorship: The ASCB Mentoring in Active Learning and Teaching (MALT) Program Is Designed to Facilitate Vision and Change-Inspired Teaching Practices. CBE LIFE SCIENCES EDUCATION 2015; 14:14/3/le2. [PMID: 26250561 PMCID: PMC4710396 DOI: 10.1187/cbe.15-06-0129] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/13/2015] [Revised: 06/25/2015] [Accepted: 06/26/2015] [Indexed: 06/04/2023]
Affiliation(s)
- A J Prunuske
- *Department of Biomedical Sciences, University of Minnesota Medical School, Duluth, MN 55812
| | - S Wick
- Departments of Plant Biology and Biology Teaching & Learning, University of Minnesota-Twin Cities, St. Paul, MN 55108
| | - M J Wolyniak
- Department of Biology, Hampden-Sydney College, Hampden-Sydney, VA 23943
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21
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Stevens LM, Hoskins SG. The CREATE Strategy for Intensive Analysis of Primary Literature Can Be Used Effectively by Newly Trained Faculty to Produce Multiple Gains in Diverse Students. CBE LIFE SCIENCES EDUCATION 2014; 13:224-42. [PMID: 26086655 PMCID: PMC4041501 DOI: 10.1187/cbe.13-12-0239] [Citation(s) in RCA: 29] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 05/12/2023]
Abstract
The CREATE (Consider Read, Elucidate the hypotheses, Analyze and interpret the data, and Think of the next Experiment) strategy aims to demystify scientific research and scientists while building critical thinking, reading/analytical skills, and improved science attitudes through intensive analysis of primary literature. CREATE was developed and piloted at the City College of New York (CCNY), a 4-yr, minority-serving institution, with both upper-level biology majors and first-year students interested in science, technology, engineering, and mathematics. To test the extent to which CREATE strategies are broadly applicable to students at private, public, research-intensive, and/or primarily undergraduate colleges/universities, we trained a cohort of faculty from the New York/New Jersey/Pennsylvania area in CREATE pedagogies, then followed a subset, the CREATE implementers (CIs), as they taught all or part of an existing course on their home campuses using CREATE approaches. Evaluation of the workshops, the CIs, and their students was carried out both by the principal investigators and by an outside evaluator working independently. Our data indicate that: intensive workshops change aspects of faculty attitudes about teaching/learning; workshop-trained faculty can effectively design and teach CREATE courses; and students taught by such faculty on multiple campuses make significant cognitive and affective gains that parallel the changes documented previously at CCNY.
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Affiliation(s)
- Leslie M Stevens
- *Department of Molecular Biosciences, University of Texas, Austin, Austin, TX 78712
| | - Sally G Hoskins
- Biology Department, City College and The Graduate Center, City University of New York, New York, NY 10031
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22
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Linton DL, Pangle WM, Wyatt KH, Powell KN, Sherwood RE. Identifying key features of effective active learning: the effects of writing and peer discussion. CBE LIFE SCIENCES EDUCATION 2014; 13:469-77. [PMID: 25185230 PMCID: PMC4152208 DOI: 10.1187/cbe.13-12-0242] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/11/2023]
Abstract
We investigated some of the key features of effective active learning by comparing the outcomes of three different methods of implementing active-learning exercises in a majors introductory biology course. Students completed activities in one of three treatments: discussion, writing, and discussion + writing. Treatments were rotated weekly between three sections taught by three different instructors in a full factorial design. The data set was analyzed by generalized linear mixed-effect models with three independent variables: student aptitude, treatment, and instructor, and three dependent (assessment) variables: change in score on pre- and postactivity clicker questions, and coding scores on in-class writing and exam essays. All independent variables had significant effects on student performance for at least one of the dependent variables. Students with higher aptitude scored higher on all assessments. Student scores were higher on exam essay questions when the activity was implemented with a writing component compared with peer discussion only. There was a significant effect of instructor, with instructors showing different degrees of effectiveness with active-learning techniques. We suggest that individual writing should be implemented as part of active learning whenever possible and that instructors may need training and practice to become effective with active learning.
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Affiliation(s)
- Debra L Linton
- *Department of Biology, Central Michigan University, Mount Pleasant, MI 48859
| | - Wiline M Pangle
- *Department of Biology, Central Michigan University, Mount Pleasant, MI 48859
| | - Kevin H Wyatt
- Department of Biology, Ball State University, Muncie, IN 47306
| | - Karli N Powell
- Mathematics Department, Linden High School, Linden, MI 48451
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