A Faculty Professional Development Model That Improves Student Learning, Encourages Active-Learning Instructional Practices, and Works for Faculty at Multiple Institutions.
A Faculty Professional Development Model That Improves Student Learning, Encourages Active-Learning Instructional Practices, and Works for Faculty at Multiple Institutions.
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DOI：
10.1187/cbe.17-12-0260
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发表时间：
2018-06
期刊：
影响因子：
--
通讯作者：
Smith MK
中科院分区：
文献类型：
--
作者：
Pelletreau KN;Knight JK;Lemons PP;McCourt JS;Merrill JE;Nehm RH;Prevost LB;Urban-Lurain M;Smith MK
帮助教职员工开发对学生学习产生积极影响的高质量教学可能会因为时间限制、资源匮乏以及缺乏使用学生数据进行迭代改进的经验而变得复杂。我们描述了一个由来自五个机构的16名教师组成的社区，他们克服了这些挑战，共同设计、教授、迭代修订并出版了一个关于突变对DNA复制、转录和翻译的潜在影响的教学单元。该单元在18门课程中教授了2000多名学生，每个教室的学生表现从评估前到评估后都有所提高。尽管教员在教授相同的材料时，他们的教学实践有所不同，但这种增长还是发生了。我们介绍了这个教员小组是如何组织和促进的，成员如何使用学生数据积极影响学习，以及他们如何通过参与增加课堂上积极学习教学实践的使用。我们还采访了教师，以更多地了解这一过程中最有用的部分。我们建议，这种专业发展模式可以用于地理位置不同的教师，他们有兴趣在已知的概念困难上合作，以改善学生的学习，探索主动学习的教学实践。
Helping faculty develop high-quality instruction that positively affects student learning can be complicated by time limitations, a lack of resources, and inexperience using student data to make iterative improvements. We describe a community of 16 faculty from five institutions who overcame these challenges and collaboratively designed, taught, iteratively revised, and published an instructional unit about the potential effect of mutations on DNA replication, transcription, and translation. The unit was taught to more than 2000 students in 18 courses, and student performance improved from preassessment to postassessment in every classroom. This increase occurred even though faculty varied in their instructional practices when they were teaching identical materials. We present information on how this faculty group was organized and facilitated, how members used student data to positively affect learning, and how they increased their use of active-learning instructional practices in the classroom as a result of participation. We also interviewed faculty to learn more about the most useful components of the process. We suggest that this professional development model can be used for geographically separated faculty who are interested in working together on a known conceptual difficulty to improve student learning and explore active-learning instructional practices.
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影响因子：
3.7
作者：
Brownell, Sara E.;Tanner, Kimberly D.
通讯作者：
Tanner, Kimberly D.
影响因子：
4.4
作者：
Lawler, EJ
通讯作者：
Lawler, EJ
影响因子：
13.6
作者：
Derting, Terry L.;Ebert-May, Diane;Passmore, Heather A.
通讯作者：
Passmore, Heather A.
DOI：
10.1103/physrevphyseducres.12.010110
发表时间：
2016-02-22
影响因子：
3.1
作者：
Dancy, Melissa;Henderson, Charles;Turpen, Chandra
通讯作者：
Turpen, Chandra
DOI：
10.1187/cbe.14-12-0222
发表时间：
2015
期刊：
CBE life sciences education
影响因子：
--
作者：
Ebert-May D;Derting TL;Henkel TP;Middlemis Maher J;Momsen JL;Arnold B;Passmore HA
通讯作者：
Passmore HA