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Early-career faculty practice learner-centered teaching up to 9 years after postdoctoral professional development.

Nathan C Emery1, Jessica Middlemis Maher2, Diane Ebert-May1

  • 1Department of Plant Biology, Michigan State University, East Lansing, MI 48824, USA.

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|June 30, 2020
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Summary
This summary is machine-generated.

STEM professional development outcomes persist long-term. Faculty from the FIRST IV program maintained learner-centered teaching practices years after completion, outperforming peers.

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Area of Science:

  • STEM Education
  • Faculty Professional Development
  • Biology Education Research

Background:

  • Effective STEM professional development aims for sustained changes in teaching practices.
  • The long-term persistence of such outcomes, especially across career transitions, remains under-investigated.

Purpose of the Study:

  • To assess the long-term persistence of teaching approaches and practices among early-career biology faculty.
  • To evaluate the impact of the Faculty Institutes for Reforming Science Teaching (FIRST) IV program over 6 to 9 years post-participation.

Main Methods:

  • Longitudinal tracking of postdoctoral participants from the FIRST IV program into early-career faculty positions.
  • Assessment of teaching approaches, practices, and student perceptions of the learning environment.
  • Comparison with paired faculty members within the same departments.

Main Results:

  • Professional development outcomes demonstrated persistence over 6 to 9 years and across a career transition.
  • FIRST IV program alumni consistently maintained learner-centered practices and exhibited more learner-centered approaches than their peers.
  • A significant correlation was observed between teaching approaches and teaching practices across all faculty participants.

Conclusions:

  • The FIRST IV program successfully fostered long-term, sustained changes in faculty teaching.
  • Learner-centered teaching practices, initiated through professional development, can persist effectively into early faculty careers.
  • Evidence supports the long-term efficacy of targeted STEM professional development initiatives.