ArticleJournal of microbiology & biology education2019
A Model for an Intensive Hands-On Faculty Development Workshop To Foster Change in Laboratory Teaching.
Article in Journal of microbiology & biology education, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
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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
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Who cites it
3 citing papers in PubMed.
- Developing a faculty support program for fostering enriching undergraduate laboratory experiences under limited resource conditions.Journal of microbiology & biology education · 2023Article
- Faculty Experiences during the Implementation of an Introductory Biology Course-Based Undergraduate Research Experience (CURE).CBE life sciences education · 2022Article
- The Relationship between Perceptions of Instructional Practices and Student Self-Efficacy In Guided-Inquiry Laboratory Courses.CBE life sciences education · 2021Article
Corrections and comments
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Faculty development workshops are frequently used to bring about change in faculty teaching. Yet, the characteristics of successful faculty professional development in the context of laboratory teaching are unclear. In this Perspective, we describe our approach to intensive hands-on faculty development workshops for fostering change in laboratory teaching and present evidence for the effectiveness of the approach. The outcomes from our workshops and feedback from past participants support the following recommendations: 1) faculty should attend workshops in teams from their institutions, 2) workshops should allow participants to develop curricula that can be implemented with relatively little additional work after the workshop, 3) workshops should allow faculty time to "work" on tangible products and should involve hands-on activities, 4) workshops should be of sufficient duration to allow for faculty to develop expertise and tangible products but short enough that faculty do not "burn out," and 5) a structure for ongoing and systematic follow-up with participants is essential.
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.