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ERIC Number: EJ895544
Record Type: Journal
Publication Date: 2010
Pages: 10
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-1470-8175
Assessing How Science Faculty Learning Communities Promote Scientific Teaching
Sirum, Karen L.; Madigan, Dan
Biochemistry and Molecular Biology Education, v38 n3 p197-206 May-Jun 2010
Although there is a need for continued pedagogical advancement in science undergraduate education, what is needed more urgently is more widespread adaptation of pedagogical practices that research has already shown to promote learning. Those practices include interactive engagement pedagogies such as active learning and inquiry-based learning. The need now is to find ways to integrate and institutionalize these evidence-based strategies for teaching science and to help science faculty learn about and implement them. Scientific Teaching Learning Communities (STLCs) create a culture that values scholarly teaching within science departments, important for bridging the gap between science and education and for improving undergraduate science learning. Evidence for the impact of STLCs on the student-learning environment was obtained through the development and use of the Participant Assessment of Learning Gains survey, an adaptation of the online Student Assessment of Learning Gains survey originally developed by Seymour et al. (Available at: http://www.wcer.wisc.edu/salgains/instructor/SALGains.asp, 1997 and Paper presented at the National Meeting of the American Chemical Society, 2000). Data reveal how STLCs are transforming faculty behavior and directly affecting what they do in their science classrooms. (Contains 7 tables.)
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: https://secure.interscience.wiley.com/cgi-bin/jhome/112782101
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A