1887

Principles and Strategies for Effective Teaching: A Workshop for Pre- and Postdoctoral Trainees in the Biomedical Sciences

    Authors: Laurel M. Hartley1, Michael J. Ferrara2, Mitchell M. Handelsman3, Alleluiah Rutebemberwa4, Inge Wefes5,*
    VIEW AFFILIATIONS HIDE AFFILIATIONS
    Affiliations: 1: Department of Integrative Biology, University of Colorado Denver, Denver, CO; 2: Department of Mathematical and Statistical Sciences, University of Colorado Denver, Denver, CO 80217; 3: Department of Psychology, University of Colorado Denver, Denver, CO 80217; 4: Children’s Hospital Colorado, Aurora, CO 80045; 5: University of Colorado Denver, Anschutz Medical Campus, Aurora, CO 80045
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Received 04 September 2018 Accepted 07 September 2019 Published 18 December 2019
    • ©2019 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: Graduate School, University of Colorado Denver, Anschutz Medical Campus, Mail Stop C296, 13001 E 17th Avenue, Rm. W5116, Aurora, CO 80045. Phone: 303-315-2719. Fax: 303-315-5829. E-mail: [email protected].
    Source: J. Microbiol. Biol. Educ. December 2019 vol. 20 no. 3 doi:10.1128/jmbe.v20i3.1689
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    Abstract:

    The 2012 National Institutes of Health (NIH) Biomedical Workforce Working Group Report documented that graduate training in the biomedical sciences predominantly prepares people for academic research positions. The report recommended that NIH provide funds for institutions to develop broader career development opportunities, including training related to teaching. Indeed, teaching is not only a required component of any faculty position, it is the primary task for trainees who seek employment at small liberal arts colleges and other primarily undergraduate institutions. NIH funding for the BEST (Broadening Experiences in Scientific Training) programs allowed us to develop a six-week training workshop for bioscience trainees to introduce participants to research-based, student-centered pedagogies and instructional design techniques and to inspire them to view teaching as an intellectual endeavor. The methods and outcomes of our case study should be applicable in a variety of programs and organizations, especially those with a separate health science campus, where faculty mentors often do not teach many classes and there are few, if any, apprenticeship-teaching opportunities for trainees.

References & Citations

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/content/journal/jmbe/10.1128/jmbe.v20i3.1689
2019-12-18
2020-01-26

Abstract:

The 2012 National Institutes of Health (NIH) Biomedical Workforce Working Group Report documented that graduate training in the biomedical sciences predominantly prepares people for academic research positions. The report recommended that NIH provide funds for institutions to develop broader career development opportunities, including training related to teaching. Indeed, teaching is not only a required component of any faculty position, it is the primary task for trainees who seek employment at small liberal arts colleges and other primarily undergraduate institutions. NIH funding for the BEST (Broadening Experiences in Scientific Training) programs allowed us to develop a six-week training workshop for bioscience trainees to introduce participants to research-based, student-centered pedagogies and instructional design techniques and to inspire them to view teaching as an intellectual endeavor. The methods and outcomes of our case study should be applicable in a variety of programs and organizations, especially those with a separate health science campus, where faculty mentors often do not teach many classes and there are few, if any, apprenticeship-teaching opportunities for trainees.

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