Biology subjects

Maher, J. M.

Publications and source records attributed to Maher, J. M..

2 recordsLinked to original sources

bioRxiv2020

Environmental influences and individual characteristics that affect learner-centered teaching practices

Research-based teaching practices can improve student learning outcomes in a variety of complex educational environments. The implementation of learner-centered teaching practices in STEM can both benefit or be constrained by different factors related to individual instructors and the teaching environment. However, we know little of how the instructional climate varies across institutions and how this climate affects teaching practices. Our study sought to describe the relative importance of environmental influences and individual characteristics on learner- centered teaching practices across institutions. We also assessed departmental climate for 35 US higher education institutions. We found that self-efficacy in teaching and professional development exert a strong influence on faculty teaching practices. While departmental climate did not emerge as a significant predictor of teaching practices, there was consistently low support for teaching, and institution size was negatively correlated with leadership and evaluation of effective teaching. We also found that professional development may prepare instructors to teach learner-centered courses in different collegial teaching climates. Our results suggest that through cultivating self-efficacy and participating in iterative professional development, instructors can implement effective teaching practices across institutional environments.

scientific communication and education↗

bioRxiv2019

Longitudinal study of persistence in professional development outcomes of early career biology faculty

The diversity of teaching professional development (PD) programs that occurred over the last few decades merits our collective attention to assess the impact of these programs over time. In general, the goal of PD programs is that participants continue to practice what they learn in the long term. However, we do not know the degree to which the outcomes of these programs were achieved and ultimately persist. We tracked postdoc participants from the Faculty Institutes for Reformed Science Teaching (FIRST) IV program into their current position as early-career faculty at institutions across the United States. We assessed their teaching approaches, practices, and student perceptions of the learning environment over 6-10 years. Additionally, the FIRST IV faculty were paired with colleagues of similar status in the same departments. We found that professional development outcomes from the FIRST IV program persisted over time and across a significant career transition, from postdoc to faculty. These participants not only maintained their student-centered practices, but were significantly more student-focused than their peers. Lastly, we found that faculty approaches to teaching were correlated with observed teaching practices in the classroom for both groups of faculty. These results provide compelling evidence for the success of the FIRST IV program and the long-term persistence of professional development outcomes.

scientific communication and education↗