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Published on: November 15, 2024
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Targeting change: Assessing a faculty learning community focused on increasing statistics content in life science
Loran Carleton Parker1, Alyssa M Gleichsner2, Omolola A Adedokun3
1Discovery Learning Research Center, Purdue University, West Lafayette, Indiana.
Summary
A Faculty Learning Community (FLC) improved life science faculty
Area of Science:
- Life Sciences Education
- Faculty Development
- Curriculum Reform
Background:
- Biological research generates large datasets requiring advanced analytical skills.
- Life science curricula need reform to integrate essential mathematical and statistical concepts.
- Faculty require support to effectively teach quantitative skills.
Purpose of the Study:
- To assess the impact of a Faculty Learning Community (FLC) on life science faculty.
- To evaluate changes in faculty attitudes, pedagogical skills, and teaching practices.
- To understand the effectiveness of FLCs in driving curriculum transformation.
Main Methods:
- A longitudinal study involving a Faculty Learning Community (FLC) over four years.
- Pre- and post-participation surveys to measure changes in faculty.
- Post-participation interviews to gather qualitative data on experiences.
Main Results:
- Participants reported significant positive changes in attitudes toward teaching and pedagogical knowledge.
- Faculty showed increased perceived pedagogical skills after FLC participation.
- Confidence in using the classroom for pedagogical research decreased among participants.
Conclusions:
- Faculty Learning Communities (FLCs) positively impact faculty teaching attitudes and skills in life sciences.
- Targeted faculty development is crucial for integrating quantitative skills into life science education.
- Further research is needed on fostering pedagogical research within faculty development initiatives.
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