ERIC Number: EJ1041389
Record Type: Journal
Publication Date: 2014-May
Abstractor: As Provided
Reference Count: 32
Getting More Scientists to Revamp Teaching
Vicens, Quentin; Caspersen, Michael E.
Journal of College Science Teaching, v43 n5 p22-27 May 2014
Despite extensive evidence in favor of student-centered teaching practices over traditional lecturing, most science faculty do not embrace these modes of instruction. Professional development efforts are plentiful, but they can lack in impact or scalability, or both. The factors that determine professional development quality within a research environment remain largely unidentified. However, findings from diffusion of innovation research suggest that science faculty will likely embrace alternatives to traditional lecturing according to their own perceptions and subjective evaluations of the new practices. The rapid diffusion of clickers at our university leads us to propose that faculty development strategies may gain in being explicitly informed by both the scientists' most immediate needs as teachers and the findings from diffusion of innovation research. Overall, a relatively hands-off approach to faculty development may be a gateway to instructional change at research universities.
Descriptors: College Faculty, Teaching Methods, Faculty Development, Science Teachers, Handheld Devices, Audience Response Systems, Educational Technology, Technology Uses in Education, Innovation, College Science
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: email@example.com; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A