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Thousands of future STEM faculty globally completed massive open online courses (MOOCs) and learning communities, enhancing their evidence-based instructional practices. This blended approach offers a sustainable model for scalable professional development in higher education.

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Area of Science:

  • STEM Education
  • Higher Education Pedagogy
  • Faculty Professional Development

Background:

  • Future STEM faculty require effective teaching professional development.
  • Traditional professional development models may lack scalability and flexibility.
  • Evidence-based instructional practices are crucial for diverse student needs.

Purpose of the Study:

  • To evaluate a novel blended learning model for STEM faculty teaching professional development.
  • To assess the scalability and sustainability of massive open online courses (MOOCs) combined with in-person learning communities.
  • To improve access to high-quality STEM instruction for undergraduate students.

Main Methods:

  • Delivered seven offerings of an introductory course via MOOCs and facilitated in-person learning communities between 2014-2018.
  • Enrolled 14,977 participants globally.
  • Achieved a 11.5% completion rate (1,725 participants).

Main Results:

  • High levels of participant engagement and learning were observed.
  • The blended approach demonstrated flexibility for graduate students and postdoctoral fellows.
  • Leveraging educational technology and learner demographics proved effective for large-scale professional development.

Conclusions:

  • The combination of asynchronous online learning (MOOCs) and structured face-to-face learning communities is a viable and sustainable model for large-scale STEM faculty professional development.
  • This initiative can serve as a model to increase access to essential teaching preparation for future STEM educators.
  • Effective faculty preparation directly impacts the quality of undergraduate STEM instruction and student success.