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The Science Teaching Fellows Program: A Model for Online Faculty Development of Early Career Scientists Interested in Teaching

    Authors: Loretta Brancaccio-Taras1,*, Kelly A. Gull2, Claudia Ratti2
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    Affiliations: 1: Department of Biological Sciences, Kingsborough Center for e-Learning, Kingsborough Community College, City University of New York, Brooklyn, NY 11235; 2: American Society for Microbiology, Washington, DC 20036
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Published 02 December 2016
    • ©2016 Author(s). Published by the American Society for Microbiology.
    • [open-access] This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial-NoDerivatives 4.0 International license (https://creativecommons.org/licenses/by-nc-nd/4.0/ and https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode), which grants the public the nonexclusive right to copy, distribute, or display the published work.

    • Supplemental materials available at http://asmscience.org/jmbe
    • *Corresponding author. Mailing address: Department of Biological Sciences, Director, Kingsborough Center for e-Learning, Kingsborough Community College, City University of New York, 2001 Oriental Boulevard, Brooklyn, NY 11235. Phone: 718-368-6651. E-mail: [email protected].
    Source: J. Microbiol. Biol. Educ. December 2016 vol. 17 no. 3 333-338. doi:10.1128/jmbe.v17i3.1243
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    Abstract:

    The American Society for Microbiology (ASM) has a history of providing a wide range of faculty development opportunities. Recently, ASM developed the Science Teaching Fellows Program (STF) for early career biologists and postdoctoral students to explore student-centered teaching and develop the skills needed to succeed in positions that have a significant teaching component. Participants were selected to STF through a competitive application process. The STF program consisted of a series of six webinars. In preparation for each webinar, participants completed a pre-webinar assignment. After each webinar, fellows practiced what they learned by completing a post-webinar assignment. In a survey used to assess the impact of STF, participants reported greater knowledge of the webinar-based instructional topics and a sense of being part of an educational community and were more confident about varied teaching methods.

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References & Citations

1. Brownell SE, Tanner KD 2012 Barriers to faculty pedagogical change: lack of training, time, incentives, and tensions with professional identity? CBE Life Sci Educ 11 339 346 10.1187/cbe.12-09-0163 23222828 3516788 http://dx.doi.org/10.1187/cbe.12-09-0163
2. Bush SD, Pelzez NJ, Rudd JA, Stevens MT, Williams KS, Allen DE, Tanner KD 2006 On hiring science faculty with education specialties for your science (not education) department CBE Life Sci Educ 5 297 305 10.1187/cbe.06-09-0189 17146032 1681366 http://dx.doi.org/10.1187/cbe.06-09-0189
3. Freeman S, Eddy SL, McDonough M, Smith MK, Okoroafor N, Jordt H, Wenderoth MP 2014 Active learning increases student performance in science, engineering, and mathematics Proc Natl Acad Sci USA 111 8410 8415 10.1073/pnas.1319030111 24821756 4060654 http://dx.doi.org/10.1073/pnas.1319030111
4. Kuh GD 2008 Excerpt from high-impact educational practices: what they are, who has access to them, and why they matter Association of American Colleges and Universities Washington, DC
5. President’s Council of Advisors on Science and Technology 2012 Engage to excel: producing one million additional college graduates with degrees in science, technology, engineering, and mathematics [Online.] https://www.whitehouse.gov/sites/default/files/microsites/ostp/pcast-engage-to-excel-final_feb.pdf
6. Wieman C 2014 Large-scale comparison of science teaching methods sends clear message Proc Natl Acad Sci USA 111 8319 8320 10.1073/pnas.1407304111 24853505 4060683 http://dx.doi.org/10.1073/pnas.1407304111
7. Watkins J, Mazur E 2013 Retaining students in science, technology, engineering, and mathematics majors J Coll Sci Teach 42 36 41

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2016-12-02
2019-07-22

Abstract:

The American Society for Microbiology (ASM) has a history of providing a wide range of faculty development opportunities. Recently, ASM developed the Science Teaching Fellows Program (STF) for early career biologists and postdoctoral students to explore student-centered teaching and develop the skills needed to succeed in positions that have a significant teaching component. Participants were selected to STF through a competitive application process. The STF program consisted of a series of six webinars. In preparation for each webinar, participants completed a pre-webinar assignment. After each webinar, fellows practiced what they learned by completing a post-webinar assignment. In a survey used to assess the impact of STF, participants reported greater knowledge of the webinar-based instructional topics and a sense of being part of an educational community and were more confident about varied teaching methods.

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