Longitudinal Study of the FIRST IV Program: Biology Departments' Influence on Teaching
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| Title: | Longitudinal Study of the FIRST IV Program: Biology Departments' Influence on Teaching |
|---|---|
| Language: | English |
| Authors: | Diane Ebert-May, Jessica Middlemis Maher, Lucas B. Hill, Adam T. Grimm |
| Source: | CBE - Life Sciences Education. 2025 24(3). |
| Availability: | American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: https://www.lifescied.org/ |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Science Foundation (NSF), Division of Undergraduate Education (DUE) |
| Contract Number: | 1623824 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Biology, Science Teachers, College Faculty, Institutes (Training Programs), Faculty Development, Student Centered Learning, Job Satisfaction, Self Determination, Science Departments, Teacher Competencies, Professional Autonomy, Community |
| DOI: | 10.1187/cbe.24-11-0274 |
| ISSN: | 1931-7913 |
| Abstract: | We explored the experience of biology faculty who completed the Faculty Institutes for Reforming Science Teaching (FIRST IV) program as postdoctoral fellows up to 13 years previously to better understand teaching professional development benefits for future faculty, and what departments can do to advance learner-centered teaching. We describe three kinds of departmental environments that can affect faculty in developing and maintaining three psychological elements needed for workplace satisfaction (competence, autonomy, and community) as defined by self-determination theory (SDT). We designed a reflection exercise for faculty that inquired about the three elements of SDT they experienced in their current departments. The response data were coded and reported as vignettes, a creative medium that illustrates the significant role that departments play in nurturing faculty growth, and development in pedagogy. The findings suggest that teaching development programs "alone" cannot affect deep and lasting change without departments that foster faculty competence, autonomy, and community. We can train current and future faculty to teach well, but authentic change will only happen with departmental support. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1482741 |
| Database: | ERIC |
| Abstract: | We explored the experience of biology faculty who completed the Faculty Institutes for Reforming Science Teaching (FIRST IV) program as postdoctoral fellows up to 13 years previously to better understand teaching professional development benefits for future faculty, and what departments can do to advance learner-centered teaching. We describe three kinds of departmental environments that can affect faculty in developing and maintaining three psychological elements needed for workplace satisfaction (competence, autonomy, and community) as defined by self-determination theory (SDT). We designed a reflection exercise for faculty that inquired about the three elements of SDT they experienced in their current departments. The response data were coded and reported as vignettes, a creative medium that illustrates the significant role that departments play in nurturing faculty growth, and development in pedagogy. The findings suggest that teaching development programs "alone" cannot affect deep and lasting change without departments that foster faculty competence, autonomy, and community. We can train current and future faculty to teach well, but authentic change will only happen with departmental support. |
|---|---|
| ISSN: | 1931-7913 |
| DOI: | 10.1187/cbe.24-11-0274 |
