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Ebert-May D, Derting TL, Henkel TP, et al. Breaking the cycle: future faculty begin teaching with learner-centered strategies after professional development. CBE Life Sci Educ. 2015;14(2):14:ar22doi: 10.1187/cbe.14-12-0222.
Ebert-May, D., Derting, T. L., Henkel, T. P., Middlemis Maher, J., Momsen, J. L., Arnold, B., & Passmore, H. A. (2015). Breaking the cycle: future faculty begin teaching with learner-centered strategies after professional development. CBE life sciences education, 14(2), 14:ar22. https://doi.org/10.1187/cbe.14-12-0222
Ebert-May, Diane, et al. "Breaking the cycle: future faculty begin teaching with learner-centered strategies after professional development." CBE life sciences education vol. 14,2 (2015): 14:ar22. doi: https://doi.org/10.1187/cbe.14-12-0222
Ebert-May D, Derting TL, Henkel TP, Middlemis Maher J, Momsen JL, Arnold B, Passmore HA. Breaking the cycle: future faculty begin teaching with learner-centered strategies after professional development. CBE Life Sci Educ. 2015;14(2):14:ar22. doi: 10.1187/cbe.14-12-0222. Epub 2015 Jun 01. PMID: 26033870; PMCID: PMC4477738.
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CBE Life Sci Educ. 2015;14(2):14:ar22. doi: 10.1187/cbe.14-12-0222. Epub 2015 Jun 01.

Breaking the cycle: future faculty begin teaching with learner-centered strategies after professional development.

CBE life sciences education

Diane Ebert-May, Terry L Derting, Timothy P Henkel, Jessica Middlemis Maher, Jennifer L Momsen, Bryan Arnold, Heather A Passmore

Affiliations

  1. *Department of Plant Biology, Michigan State University, East Lansing, MI 48824 [email protected].
  2. Department of Biological Sciences, Murray State University, Murray, KY 42071.
  3. Department of Biology, Valdosta State University, Valdosta, GA 31698.
  4. Delta Program, University of Wisconsin-Madison, Madison, WI 53706.
  5. Department of Biological Sciences, North Dakota State University, Fargo, ND 58108.
  6. Department of Biology, Illinois College, Jacksonville, IL 62650.

PMID: 26033870 PMCID: PMC4477738 DOI: 10.1187/cbe.14-12-0222

Abstract

The availability of reliable evidence for teaching practices after professional development is limited across science, technology, engineering, and mathematics disciplines, making the identification of professional development "best practices" and effective models for change difficult. We aimed to determine the extent to which postdoctoral fellows (i.e., future biology faculty) believed in and implemented evidence-based pedagogies after completion of a 2-yr professional development program, Faculty Institutes for Reforming Science Teaching (FIRST IV). Postdocs (PDs) attended a 2-yr training program during which they completed self-report assessments of their beliefs about teaching and gains in pedagogical knowledge and experience, and they provided copies of class assessments and video recordings of their teaching. The PDs reported greater use of learner-centered compared with teacher-centered strategies. These data were consistent with the results of expert reviews of teaching videos. The majority of PDs (86%) received video ratings that documented active engagement of students and implementation of learner-centered classrooms. Despite practice of higher-level cognition in class sessions, the items used by the PDs on their assessments of learning focused on lower-level cognitive skills. We attributed the high success of the FIRST IV program to our focus on inexperienced teachers, an iterative process of teaching practice and reflection, and development of and teaching a full course.

© 2015 D. Ebert-May et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

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