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Biology faculty adopted new teaching methods, like course-based undergraduate research experiences (CUREs), after professional development. Peer learning and reflection were key drivers for integrating research and promoting inclusive practices.

Keywords:
CUREscourse-based undergraduate research experiencesdiffusion of innovationsfaculty professional developmentinclusive and equitable teachingundergraduate

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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.