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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: ltaras@kbcc.cuny.edu.
    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 KD2012Barriers to faculty pedagogical change: lack of training, time, incentives, and tensions with professional identity?CBE Life Sci Educ1133934610.1187/cbe.12-09-0163232228283516788 http://dx.doi.org/10.1187/cbe.12-09-0163
2. Bush SD, Pelzez NJ, Rudd JA, Stevens MT, Williams KS, Allen DE, Tanner KD2006On hiring science faculty with education specialties for your science (not education) departmentCBE Life Sci Educ529730510.1187/cbe.06-09-0189171460321681366 http://dx.doi.org/10.1187/cbe.06-09-0189
3. Freeman S, Eddy SL, McDonough M, Smith MK, Okoroafor N, Jordt H, Wenderoth MP2014Active learning increases student performance in science, engineering, and mathematicsProc Natl Acad Sci USA1118410841510.1073/pnas.1319030111248217564060654 http://dx.doi.org/10.1073/pnas.1319030111
4. Kuh GD2008Excerpt from high-impact educational practices: what they are, who has access to them, and why they matterAssociation of American Colleges and UniversitiesWashington, DC
5. President’s Council of Advisors on Science and Technology2012Engage 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 C2014Large-scale comparison of science teaching methods sends clear messageProc Natl Acad Sci USA1118319832010.1073/pnas.1407304111248535054060683 http://dx.doi.org/10.1073/pnas.1407304111
7. Watkins J, Mazur E2013Retaining students in science, technology, engineering, and mathematics majorsJ Coll Sci Teach423641
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/content/journal/jmbe/10.1128/jmbe.v17i3.1243
2016-12-02
2017-06-22

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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