ArticleCBE life sciences education2018
A Faculty Professional Development Model That Improves Student Learning, Encourages Active-Learning Instructional Practices, and Works for Faculty at Multiple Institutions.
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. Cited by 15 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
15 citing papers in PubMed.
- Assessing how a teaching professional development program for biology graduate students bolsters self-efficacy and shapes teaching perspectives.Journal of microbiology & biology education · 2025Article
- Structuring Materials to Support Student Learning: Analysis of Instructional Materials from a Professional Development Workshop.Journal of chemical education · 2024Article
- Identifying factors associated with instructor implementation of three-dimensional assessment in undergraduate biology courses.PloS one · 2024Article
- Building Community and Developing Professionally through FUN Final Friday Sessions.Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience · 2024Article
- Sustainability and Justice: Challenges and Opportunities for an Open STEM Education.CBE life sciences education · 2022Article
- Student Thinking in the Professional Development of College Biology Instructors: An Analysis through the Lens of Sociocultural Theory.CBE life sciences education · 2022Article
- Institutionalizing evidence-based STEM reform through faculty professional development and support structures.International journal of STEM education · 2022Article
- Are Faculty Changing? How Reform Frameworks, Sampling Intensities, and Instrument Measures Impact Inferences about Student-Centered Teaching Practices.CBE life sciences education · 2021Article
- Analyzing a faculty online learning community as a mechanism for supporting faculty implementation of a guided-inquiry curriculum.International journal of STEM education · 2021Article
- The Taxonomy of Opportunities to Learn (TxOTL): a tool for understanding the learning potential and substance of interactions in faculty (online) learning community meetings.International journal of STEM education · 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
- Through the Eyes of Faculty: Using Personas as a Tool for Learner-Centered Professional Development.CBE life sciences education · 2019Article
- "What Will I Experience in My College STEM Courses?" An Investigation of Student Predictions about Instructional Practices in Introductory Courses.CBE life sciences education · 2019Article
- Publishing activities improves undergraduate biology education.FEMS microbiology letters · 2018Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
9 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Helping faculty develop high-quality instruction that positively affects student learning can be complicated by time limitations, a lack of resources, and inexperience using student data to make iterative improvements. We describe a community of 16 faculty from five institutions who overcame these challenges and collaboratively designed, taught, iteratively revised, and published an instructional unit about the potential effect of mutations on DNA replication, transcription, and translation. The unit was taught to more than 2000 students in 18 courses, and student performance improved from preassessment to postassessment in every classroom. This increase occurred even though faculty varied in their instructional practices when they were teaching identical materials. We present information on how this faculty group was organized and facilitated, how members used student data to positively affect learning, and how they increased their use of active-learning instructional practices in the classroom as a result of participation. We also interviewed faculty to learn more about the most useful components of the process. We suggest that this professional development model can be used for geographically separated faculty who are interested in working together on a known conceptual difficulty to improve student learning and explore active-learning instructional practices.
Indexed as
Identifiers
What OpenQuestion holds
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.