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Collectively Improving Our Teaching: Attempting Biology Department-wide Professional Development in Scientific
Melinda T Owens1, Gloriana Trujillo2, Shannon B Seidel3
1Department of Biology, San Francisco State University, San Francisco, CA 94132.
CBE Life Sciences Education
|January 13, 2018
Summary
A department-wide professional development program significantly increased active learning in biology courses. Faculty reported improved teaching, collegial relationships, and a greater sense of belonging.
Area of Science:
- Biology Education
- Higher Education Pedagogy
- Faculty Professional Development
Background:
- Traditional science teaching improvement initiatives often target limited faculty numbers, with scarce evidence on broad departmental engagement.
- Implementing scalable, long-term professional development is crucial for widespread adoption of evidence-based teaching practices in higher education.
Purpose of the Study:
- To assess the impact of a department-wide, collaborative professional development program on scientific teaching practices in biology.
- To evaluate faculty participation, changes in teaching methods, and effects on departmental climate.
Main Methods:
- A 3-year program, Biology Faculty Explorations in Scientific Teaching (Biology FEST), involved a weeklong institute and semester-long follow-ups.
- Faculty self-reports, classroom audio analysis, and student surveys were used to measure the adoption of active learning.
- Post-program surveys assessed changes in teaching effectiveness and departmental relationships.
Main Results:
- 89% of faculty completed the institute, and 83% participated in follow-up programs.
- A majority of participants incorporated active learning post-institute, corroborated by objective measures.
- Faculty reported positive impacts on teaching, improved collegial relationships, and increased sense of belonging.
Conclusions:
- Department-wide collaborative professional development effectively engages a large majority of faculty in scientific teaching.
- Such programs can drive significant, widespread changes in teaching practices and foster a more cohesive departmental environment.
- Biology FEST demonstrates a successful model for enhancing scientific teaching and collegiality in higher education.
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