Oregon State University

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Transforming how we TEACH is good, but transforming what we expect students to LEARN is better


Thursday, April 12, 2018 3:00 PM - 4:00 PM

TEACH: The pressing need for well-trained faculty in STEM undergraduate education is not new - professional development programs on teaching abound throughout the nation. The Faculty Institutes for Reforming Science Teaching IV (FIRST IV) program focused on developing research-based teaching approaches in biology postdocs from 2009-2012. Since engaging in the program, many alumni have continued on to instructional positions at a variety of institution types. Our research examines some of the outcomes for former FIRST IV participants within the context of their departments and institutions. The study provides a model for assessing long-term impacts of faculty professional development programs, and over the coming years will provide insight into how departmental context influences outcomes for faculty teaching and student learning. LEARN: We have transformed and studied an large-enrollment introductory biology course that enables all students learn core disciplinary ideas by engaging in the practices of the sciences, such as using the process of science, creating descriptive and predictive models, developing arguments and explanations, and working cooperatively. We developed the Three-Dimensional Learning Assessment Protocol (3D-LAP) to enable instructors to create homework, quiz, and exam items that engage students in three-dimensional learning so they can demonstrate what they are able to do with their knowledge of biology.


Learning Innovation Center (campus map)
314
Integrative Biology
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