Preparing future STEM faculty through flexible teaching professional development

Bennett B. Goldberg; Derek O. Bruff; Robin M.C. 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 Campa

doi:10.1371/journal.pone.0276349

Preparing future STEM faculty through flexible teaching professional development

Bennett B. Goldberg^*, Derek O. Bruff, Robin M.C. 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 Campa

^*Corresponding author for this work

Physics and Astronomy

Research output: Contribution to journal › Article › peer-review

2 Scopus citations

Abstract

We have prepared thousands of future STEM faculty around the world to adopt evidencebased 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.

Original language	English (US)
Article number	e0276349
Journal	PloS one
Volume	18
Issue number	10 October
DOIs	https://doi.org/10.1371/journal.pone.0276349
State	Published - Oct 2023

ASJC Scopus subject areas

General

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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Goldberg, B. B., Bruff, D. O., Greenler, R. M. C., Barnicle, K., Green, N. H., Campbell, L. E. P., Laursen, S. L., Ford, M. J., Serafini, A., Mack, C., Carley, T. L., Maimone, C., & Campa, H. (2023). Preparing future STEM faculty through flexible teaching professional development. PloS one, 18(10 October), Article e0276349. https://doi.org/10.1371/journal.pone.0276349

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abstract = "We have prepared thousands of future STEM faculty around the world to adopt evidencebased 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.",

author = "Goldberg, {Bennett B.} and Bruff, {Derek O.} and Greenler, {Robin M.C.} and Katherine Barnicle and Green, {Noah H.} and Campbell, {Lauren E.P.} and Laursen, {Sandra L.} and Ford, {Matthew J.} and Amy Serafini and Claude Mack and Carley, {Tamara L.} and Christina Maimone and Henry Campa",

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AU - Serafini, Amy

AU - Mack, Claude

AU - Carley, Tamara L.

AU - Maimone, Christina

AU - Campa, Henry

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N2 - We have prepared thousands of future STEM faculty around the world to adopt evidencebased 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.

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Preparing future STEM faculty through flexible teaching professional development

Abstract

ASJC Scopus subject areas

UN SDGs

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