ArticleCBE life sciences education2018
Collectively Improving Our Teaching: Attempting Biology Department-wide Professional Development in Scientific Teaching.
Article in CBE life sciences education, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. An erratum has been issued. Cited by 21 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
21 citing papers in PubMed.
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- Identifying Factors That Influence Student Perceptions of Stress in Biology Courses with Online Learning Modalities.Journal of microbiology & biology education · 2022Article
- Effects of Reading Interventions on Student Understanding of and Misconceptions about Antibiotic Resistance.Journal of microbiology & biology education · 2022Article
- Institutionalizing evidence-based STEM reform through faculty professional development and support structures.International journal of STEM education · 2022Article
- Student-Authored Scientist Spotlights: Investigating the Impacts of Engaging Undergraduates as Developers of Inclusive Curriculum through a Service-Learning Course.CBE life sciences education · 2021Article
- Investigating Student Perceptions of Instructor Talk: Alignment with Researchers' Categorizations and Analysis of Remembered Language.CBE life sciences education · 2021Article
- Leveraging Virtual Experiences for International Professional Development Opportunities during the Pandemic and Beyond.Journal of microbiology & biology education · 2021Article
- Environmental influences and individual characteristics that affect learner-centered teaching practices.PloS one · 2021Article
- Leveraging Psychosocial Interventions to Motivate Instructor Participation in Teaching Professional Development.CBE life sciences education · 2020Article
- Early-career faculty practice learner-centered teaching up to 9 years after postdoctoral professional development.Science advances · 2020Article
- Characterizing the University of California's tenure-track teaching position from the faculty and administrator perspectives.PloS one · 2020Article
- Learning Strategies for First-Year Biology: Toward Moving the "Murky Middle".CBE life sciences education · 2018Article
Corrections and comments
- Erratum issued
Authors and funding
68 authors.
Funding
Abstract
Many efforts to improve science teaching in higher education focus on a few faculty members at an institution at a time, with limited published evidence on attempts to engage faculty across entire departments. We created a long-term, department-wide collaborative professional development program, Biology Faculty Explorations in Scientific Teaching (Biology FEST). Across 3 years of Biology FEST, 89% of the department's faculty completed a weeklong scientific teaching institute, and 83% of eligible instructors participated in additional semester-long follow-up programs. A semester after institute completion, the majority of Biology FEST alumni reported adding active learning to their courses. These instructor self-reports were corroborated by audio analysis of classroom noise and surveys of students in biology courses on the frequency of active-learning techniques used in classes taught by Biology FEST alumni and nonalumni. Three years after Biology FEST launched, faculty participants overwhelmingly reported that their teaching was positively affected. Unexpectedly, most respondents also believed that they had improved relationships with departmental colleagues and felt a greater sense of belonging to the department. Overall, our results indicate that biology department-wide collaborative efforts to develop scientific teaching skills can indeed attract large numbers of faculty, spark widespread change in teaching practices, and improve departmental relations.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.