Preparing future STEM faculty through flexible teaching professional development

Goldberg, Bennett B.; Bruff, Derek O.; Greenler, Robin McC.; Barnicle, Katherine; Green, Noah H.; Campbell, Lauren E. P.; Laursen, Sandra L.; Ford, Matthew J.; Serafini, Amy; Mack, Claude; Carley, Tamara L.; Maimone, Christina; Campa, Henry (Rique)

doi:10.1371/journal.pone.0276349

Cited by 3 publications

(3 citation statements)

References 36 publications

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“…While ISTP uses an online, asynchronous curriculum like other large-scale training initiatives, the project differs in form and focus. The Center for the Integration of Research, Teaching, and Learning (CIRTL) Network's STEM Teaching Massive Open Online Course (MOOC) also has provided evidence-based pedagogical training to over 14,977 participants (Goldberg et al, 2023a). However, their training on inclusive teaching is limited to a single module.…”

Section: Background and Literaturementioning

confidence: 99%

Nationwide Inclusive Facilitator Training: Mindsets, Practices and Growth

Codding,

Yen,

Lewis

et al. 2024

Preprint

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Advancing diversity in STEM requires competent and confident faculty and staff who can lead local professional development in inclusive teaching to improve classroom instruction and support all learners. This paper examines how a facilitator training model designed to promote inclusive facilitation impacted inclusive learning community facilitator self-reported confidence and practices. This mixed methods study reports on survey data from project trained facilitators (n=75) collected over four course runs. Facilitators reported significant increases in confidence, with the largest effect sizes in areas related to diversity, equity, and inclusion (DEI) and identity. Qualitative findings indicate the training model effectively aligned facilitators with our approach to inclusive facilitation. Findings demonstrate that professional development in inclusive teaching, and by extension in other equity and diversity topics, can be successfully done at a national scale by centering identity, power, and positionality while upholding ‘do no harm.’ This paper provides a strategy for how DEI-focused faculty development efforts can select, train, and support facilitators on a national scale while maintaining high fidelity to project values and goals.

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Section: Background and Literaturementioning

confidence: 99%

Nationwide Inclusive Facilitator Training: Mindsets, Practices and Growth

Codding,

Yen,

Lewis

et al. 2024

Preprint

Self Cite

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“…Finally, many elements of the workshop focused on creating and sustaining learner agency, participation, and co-creation, all hallmarks of active learning strategies ( Brame, 2016 ). These techniques were translated to the online format and were equally effective as in-person active learning approaches ( Goldberg, et al, 2023 ). Examples include multiple breakout sessions with directed activities, specified roles ( Brame, 2016 ), and group report; regular use of shared documents and creative spaces with Padlets, Google Docs, Jamboards, and chat streams; and pre-session and post-session asynchronous learning and engagement.…”

Section: Pedagogical Framework Principles and Innovations Underlying ...mentioning

confidence: 99%

“…Our lessons learned are encouraged by the positivity of our initial, post-workshop evaluation, distal interviews, and autoethnographic descriptions that highlight key facilitation values, skills, and practices. Further, our delivery modality of a mix of asynchronous and online synchronous sessions was successful at developing perspectives and skills ( Goldberg, B. B. et al, 2023 ).…”

Section: Practical Implications Objectives and Lessons Learnedmentioning

confidence: 99%

Training in the art and science of facilitation to scale research mentor training in low and middle income countries

Goldberg,

Mbugi,

Kyari

et al. 2023

Front. Educ.

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Advancing biomedical research in low and middle income countries (LMICs) to expand the capacity for LMICs to integrate biomedical research into their health care systems and education has been the focus of many programs in global health over the past two decades. Central to the success of these programs is effective research mentoring, characterized by academic, career and psychosocial support through culturally appropriate practices. Research mentoring is a learned skill, developed through training, mutual discussions, practice and feedback. The majority of extant training programs are designed and delivered by US partners, so the next stage in building capacity is to train facilitators within the LMIC partner institutions to contextualize and advance mentoring specifically within their cultural and institutional norms by co-developing, delivering and evaluating semi-annual research mentoring training. To this end, we describe the development, delivery and outcome evaluation of a 5-week course in the art and skill of facilitation. Care was taken to explicitly distinguish between concepts of “teaching” and “facilitation,” since “teaching” is closely connected to a transmission or banking model of education, which is characterized by “top-down,” hierarchical relationship. The course discussed power and positionality, themes that resonate with partners in Nigeria and Tanzania. These themes provided unique entry into deeper conversations core to advancing mentoring practice away from the traditional dyadic power structure that remains from colonization. Evaluation findings indicate significant advances in awareness of differences between teaching and facilitating, increased confidence in facilitation skills, especially in the area of structured planning and organization, as well as improved communication and interpersonal skills. All respondents felt that students in Nigeria and Tanzania would respond well to the facilitation approach conveyed during the course and they found value in participating in the course as a cohort.

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