ArticleScience advances2020
Early-career faculty practice learner-centered teaching up to 9 years after postdoctoral professional development.
Article in Science advances, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
What it found
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Who cites it
7 citing papers in PubMed.
- Longitudinal Study of the FIRST IV Program: Biology Departments' Influence on Teaching.CBE life sciences education · 2025Article
- Factors Influencing the Use of Evidence-based Instructional Practices by Community College Biology Instructors.CBE life sciences education · 2024Article
- Predicting implementation of active learning by tenure-track teaching faculty using robust cluster analysis.International journal of STEM education · 2022Article
- Data Science in Undergraduate Life Science Education: A Need for Instructor Skills Training.Bioscience · 2021Article
- Brief Training and Intensive Mentoring Guide Postdoctoral Scholars to Student-Centered Instruction.CBE life sciences education · 2021Article
- Interpret with Caution: COPUS Instructional Styles May Not Differ in Terms of Practices That Support Student Learning.CBE life sciences education · 2021Article
- Environmental influences and individual characteristics that affect learner-centered teaching practices.PloS one · 2021Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The goal of STEM professional development for teaching is that participants continue to practice what they learn in the long term. However, we do not know if the outcomes are achieved and ultimately persist. We tracked postdoctoral participants from the Faculty Institutes for Reforming Science Teaching (FIRST) IV program into their current positions as early-career biology faculty. We assessed their teaching approaches, practices, and student perceptions of the learning environment over 6 to 9 years after finishing the program. Simultaneously, we evaluated paired faculty in the same departments. We found that professional development outcomes persisted over time and across a career transition. FIRST IV faculty maintained their learner-centered practices and were more learner-centered than their peers. Last, we found that teaching approaches were correlated with teaching practices in all faculty participants. These results provide evidence for the success of the FIRST IV program and the long-term persistence of professional development outcomes.
Identifiers
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Registered trials
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