This book is based on the 2012 National Research Council (NRC) Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering report on discipline-based education research (DBER), as well as on interviews with expert practitioners who have successfully applied findings from DBER and related research in their classrooms, departments, or institutions. The goal is to summarize the most salient findings of the NRC committee and the experience of expert practitioners about how students learn undergraduate science and engineering and what this means for instruction. This book presents new ways of thinking about what to teach, how to teach it, and how to assess what students are learning. To encourage instructors and others to apply this information in their institutions, it also includes short examples and longer case studies of experienced practitioners who are implementing research-based strategies in undergraduate science and engineering courses or across departments or institutions. Although these findings could apply to a variety of disciplines, this book focuses on the disciplines addressed in the NRC study—physics, astronomy, biology, chemistry, geosciences, and engineering. This book is intended for anyone who teaches or plans to teach undergraduate courses in science and engineering at any type of higher education institution or who is in a position to influence instruction at this level.

Reaching Students: What Research Says about Effective Instruction in Undergraduate Science and Engineering.

The availability of reliable evidence for teaching practices after professional development is limited across science, technology, engineering, and mathematics disciplines, making the identification of professional development “best practices” and effective models for change difficult. We aimed to determine the extent to which postdoctoral fellows (i.e., future biology faculty) believed in and implemented evidence-based pedagogies after completion of a 2-yr professional development program, Faculty Institutes for Reforming Science Teaching (FIRST IV). Postdocs (PDs) attended a 2-yr training program during which they completed self-report assessments of their beliefs about teaching and gains in pedagogical knowledge and experience, and they provided copies of class assessments and video recordings of their teaching. The PDs reported greater use of learner-centered compared with teacher-centered strategies. These data were consistent with the results of expert reviews of teaching videos. The majority of PDs (86%) received video ratings that documented active engagement of students and implementation of learner-centered classrooms. Despite practice of higher-level cognition in class sessions, the items used by the PDs on their assessments of learning focused on lower-level cognitive skills. We attributed the high success of the FIRST IV program to our focus on inexperienced teachers, an iterative process of teaching practice and reflection, and development of and teaching a full course.

/pdf/breaking-the-cycle-future-faculty-begin-teaching-with-2fvjsrwp8z.pdf

Breaking the Cycle: Future Faculty Begin Teaching with Learner-Centered Strategies after Professional Development

Research mentor training (RMT), based on the published Entering Mentoring curricula series, has been shown to improve the knowledge and skills of research mentors across career stages, as self-reported by both the mentors engaged in training and their mentees. To promote widespread dissemination and empower others to implement this evidence-based training at their home institutions, we developed an extensive, interactive, multifaceted train-the-trainer workshop. The specific goals of these workshops are to 1) increase facilitator knowledge of an RMT curriculum, 2) increase facilitator confidence in implementing the curriculum, 3) provide a safe environment to practice facilitation of curricular activities, and 4) review implementation strategies and evaluation tools. Data indicate that our approach results in high satisfaction and significant confidence gains among attendees. Of the 195 diverse attendees trained in our workshops since Fall 2010, 44% report implementation at 39 different institutions, collectively training more than 500 mentors. Further, mentors who participated in the RMT sessions led by our trained facilitators report high facilitator effectiveness in guiding discussion. Implications and challenges to building the national capacity needed for improved research mentoring relationships are discussed.

/pdf/building-national-capacity-for-research-mentor-training-an-2anwrtyf4y.pdf

Building National Capacity for Research Mentor Training: An Evidence-Based Approach to Training the Trainers

To help prepare future faculty in science, technology, engineering, and mathematics fields to teach undergraduates, more research universities are offering teaching development (TD) programs to doc...

The Effects of Doctoral Teaching Development on Early-Career STEM Scholars' College Teaching Self-efficacy.

To help prepare future faculty in science, technology, engineering, and mathematics fields to teach undergraduates, more research universities are offering teaching development (TD) programs to doctoral students who aspire to academic careers. This study found that participation in TD programs is positively associated with college teaching self-efficacy.

/pdf/the-effects-of-doctoral-teaching-development-on-early-career-4i2dpsjlwf.pdf

The Effects of Doctoral Teaching Development on Early-Career STEM Scholars' College-Teaching Self-Efficacy. WCER Working Paper No. 2015-1.

Graduate students and post-doctoral scholars at research universities will shape the future of undergraduate education in the natural and social sciences, technology, engineering, and mathematics (...

Advancing STEM Undergraduate Learning: Preparing the Nation's Future Faculty

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Advancing STEM Undergraduate Learning: Preparing the Nation's Future Faculty