Faculty perceptions of a professional development program for developing CUREs and promoting inclusive and equitable...

Area of Science:

• Science Education
• Higher Education Pedagogy
• Faculty Professional Development

Background:

• The Diffusion of Innovations (DOI) model provides a framework for understanding the adoption of new practices by faculty.
• Professional development (PD) programs aim to equip faculty with skills for innovative teaching, such as creating course-based undergraduate research experiences (CUREs).
• Understanding faculty motivations and the impact of PD is crucial for effective implementation of pedagogical change in higher education.

Purpose of the Study:

• To explore biology faculty perceptions of a professional development program focused on creating CUREs.
• To contextualize faculty adoption of CUREs using the Diffusion of Innovations (DOI) framework.
• To determine the influence of a year-long PD program on faculty's CURE development and teaching practices.

Main Methods:

• A qualitative study was conducted with 11 biology faculty members at a large, public comprehensive university.
• The study utilized the Diffusion of Innovations (DOI) framework to analyze faculty perceptions.
• Data were collected on faculty beliefs regarding the impact of PD on their CURE development and teaching.

Main Results:

• Faculty were motivated to teach CUREs by a desire to integrate research, share their passion, and increase student engagement, especially in teaching-heavy institutions.
• Participants reported modifying their CUREs and other courses to be more inclusive and equitable.
• Peer interactions within the PD program were highly valued, facilitating learning from experts, literature, and experienced faculty.

Conclusions:

• A community of practice structure within PD enhances learning and supports faculty in implementing inclusive, equitable, and high-impact practices.
• Faculty view the integration of CUREs and inclusive teaching as an ongoing process of reflection and iteration, aligning with the DOI framework.
• Professional development programs that foster peer learning and community are effective in driving pedagogical innovation among university faculty.