Print PageContinuing demand for catalyzing widespread empirically validated teaching practices in science (e.g. Brewer and Smith et al. 2011, Alberts 2011, PCAST 2012) demonstrates the necessity of training future faculty in inquiry-based, learner-centered instruction and then evaluating the efficacy of that training. FIRST IV (Faculty Institutes for Reforming Science Teaching) is an evidence-based national training project focusing on professional development in biology instruction for postdoctoral scholars. FIRST IV postdocs are selected for a two-year program that involves yearly workshops, multi-dimensional feedback on their teaching practice at their home institutions, a strong communication network facilitated by an email listserv, and rigorous mentoring throughout the program. The goal of FIRST IV is to develop early-career biology faculty who implement and cultivate pedagogical theory and techniques shown to facilitate student learning and retention.
Results/Conclusions
We tested whether FIRST IV postdocs successfully developed learner-centered teaching practice during the program. First, we analyzed the extent to which course design aimed for a high cognitive level in students’ understanding of biological concepts, using syllabi-level goals, daily objectives, and assessments (high stakes quizzes and exams) as measures. In addition, we applied the Reformed Teaching Observation Protocol (RTOP) instrument to videos of FIRST IV participants teaching at their home institutions, and investigated whether postdocs use learner-centered pedagogy in the classroom. Both measures showed that FIRST IV postdocs developed course goals and objectives at higher cognitive levels and taught with greater active student inquiry and interaction than a comparison group. Therefore, we conclude that postdocs trained under the FIRST IV model, working in an iterative professional development process with strong mentoring and support, are successfully implementing teaching practice reforms.
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