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NISER STEM Research Evaluation Projects

Quantitative Undergraduate Biology Education and Synthesis (QUBES)

Logo image. Lead Organization: QUBES, University of Pittsburg, Pittsburgh, PA 15213

Investigators: Gabriela Hamerlinck, Sondra M. LoRe, Kevin E. Kidder, Melissa L. Aiken, Alison N. Hale,, Sam Donovan, Pamela Bishop, Kristin P. Jenkins

NISER and QUBES are collaborating on a research project that will further examine the QUBES professional development model and the sharing practices of biology faculty when it comes to their educational materials. The purpose of this research study is to understand how participation in a unique long-term online model of professional development (PD) impacts the adoption of scholarly approaches to teaching. The following journal tile and abstract are under review.

Title. Exploration of scholarly teaching practices in a virtual professional development model in biology education

Abstract. Professional development provides faculty the opportunity to develop their teaching skills throughout their career, with the goal of improving student outcomes. However, adopting new pedagogical approaches is not easy and traditional professional development workshops often do not lead the desired long-term outcomes. We report on an initial study of a sustained, immersive community based professional development model developed as part of a project focused on enhancing student quantitative skills in undergraduate biology education (Quantitative Undergraduate Biology Education: QUBES). Specifically, we investigated the impact of the professional development experience on scholarly teaching practices. This study identified the barriers and incentives faculty perceive to adoption of one aspect of scholarly teaching: publicly sharing teaching materials. This particular practice is relevant because the QUBES project promotes scholarly teaching practices, such as contributing to and using open education resources, as an important component of improving education. The professional development program was designed to encourage faculty to publicly share resources. The outcomes of this study suggest that a common set of barriers and incentives motivate faculty attitudes about sharing practices. Professional development programming addressing these factors may have an impact on faculty adoption of the scholarly teaching practice of sharing educational materials with peers.

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Pamela Bishop, Director
Email: pbaird@utk.edu
Phone: (865) 974-9348   FAX: (865) 974-9300
Address:
Suite 115 Claxton Education Building
NIMBioS, 1122 Volunteer Blvd
University of Tennessee
Knoxville, TN 37996-3410
Website: http://www.stemeval.org

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