Preparing future STEM faculty through flexible teaching professional development.
We have prepared thousands of future STEM faculty around the world to adopt evidence-based instructional practices through their participation in two massive open online courses (MOOCs) and facilitated in-person learning communities. Our novel combination of asynchronous online and coordinated, stru...
| Main Authors: | , , , , , , , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Public Library of Science (PLoS)
2023-01-01
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| Series: | PLoS ONE |
| Online Access: | https://journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0276349&type=printable |
| _version_ | 1797635290062389248 |
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| author | Bennett B Goldberg Derek O Bruff Robin McC Greenler Katherine Barnicle Noah H Green Lauren E P Campbell Sandra L Laursen Matthew J Ford Amy Serafini Claude Mack Tamara L Carley Christina Maimone Henry Rique Campa |
| author_facet | Bennett B Goldberg Derek O Bruff Robin McC Greenler Katherine Barnicle Noah H Green Lauren E P Campbell Sandra L Laursen Matthew J Ford Amy Serafini Claude Mack Tamara L Carley Christina Maimone Henry Rique Campa |
| author_sort | Bennett B Goldberg |
| collection | DOAJ |
| description | We have prepared thousands of future STEM faculty around the world to adopt evidence-based instructional practices through their participation in two massive open online courses (MOOCs) and facilitated in-person learning communities. Our novel combination of asynchronous online and coordinated, structured face-to-face learning community experiences provides flexible options for STEM graduate students and postdoctoral fellows to pursue teaching professional development. A total of 14,977 participants enrolled in seven offerings of the introductory course held 2014-2018, with 1,725 participants (11.5% of enrolled) completing the course. Our results of high levels of engagement and learning suggest that leveraging the affordances of educational technologies and the geographically clustered nature of this learner demographic in combination with online flexible learning could be a sustainable model for large scale professional development in higher education. The preparation of future STEM faculty makes an important difference in establishing high-quality instruction that meets the diverse needs of all undergraduate students, and the initiative described here can serve as a model for increasing access to such preparation. |
| first_indexed | 2024-03-11T12:19:05Z |
| format | Article |
| id | doaj.art-b7f803683baf4599ab8197b5510efd9b |
| institution | Directory Open Access Journal |
| issn | 1932-6203 |
| language | English |
| last_indexed | 2024-03-11T12:19:05Z |
| publishDate | 2023-01-01 |
| publisher | Public Library of Science (PLoS) |
| record_format | Article |
| series | PLoS ONE |
| spelling | doaj.art-b7f803683baf4599ab8197b5510efd9b2023-11-07T05:34:18ZengPublic Library of Science (PLoS)PLoS ONE1932-62032023-01-011810e027634910.1371/journal.pone.0276349Preparing future STEM faculty through flexible teaching professional development.Bennett B GoldbergDerek O BruffRobin McC GreenlerKatherine BarnicleNoah H GreenLauren E P CampbellSandra L LaursenMatthew J FordAmy SerafiniClaude MackTamara L CarleyChristina MaimoneHenry Rique CampaWe have prepared thousands of future STEM faculty around the world to adopt evidence-based instructional practices through their participation in two massive open online courses (MOOCs) and facilitated in-person learning communities. Our novel combination of asynchronous online and coordinated, structured face-to-face learning community experiences provides flexible options for STEM graduate students and postdoctoral fellows to pursue teaching professional development. A total of 14,977 participants enrolled in seven offerings of the introductory course held 2014-2018, with 1,725 participants (11.5% of enrolled) completing the course. Our results of high levels of engagement and learning suggest that leveraging the affordances of educational technologies and the geographically clustered nature of this learner demographic in combination with online flexible learning could be a sustainable model for large scale professional development in higher education. The preparation of future STEM faculty makes an important difference in establishing high-quality instruction that meets the diverse needs of all undergraduate students, and the initiative described here can serve as a model for increasing access to such preparation.https://journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0276349&type=printable |
| spellingShingle | Bennett B Goldberg Derek O Bruff Robin McC Greenler Katherine Barnicle Noah H Green Lauren E P Campbell Sandra L Laursen Matthew J Ford Amy Serafini Claude Mack Tamara L Carley Christina Maimone Henry Rique Campa Preparing future STEM faculty through flexible teaching professional development. PLoS ONE |
| title | Preparing future STEM faculty through flexible teaching professional development. |
| title_full | Preparing future STEM faculty through flexible teaching professional development. |
| title_fullStr | Preparing future STEM faculty through flexible teaching professional development. |
| title_full_unstemmed | Preparing future STEM faculty through flexible teaching professional development. |
| title_short | Preparing future STEM faculty through flexible teaching professional development. |
| title_sort | preparing future stem faculty through flexible teaching professional development |
| url | https://journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0276349&type=printable |
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