The DOI matches its Crossref record; 22 of the 22 references it cites were found in a registry or an index.
Sustaining the development and implementation of student‐centered teaching nationally: The importance of a community of practice
Open accessAbstract
Although the idea of using a workshop to educate potential users about a set of materials or techniques is not new, the workshops described here go beyond simple dissemination and create ongoing communities of practice that support widespread and sustained improvement in the biochemistry classroom. The degree to which pedagogical innovations improve student learning on a national level depends on how broadly they are disseminated and how they are implemented and sustained. Workshops can be effective in disseminating ideas and techniques, but they often fail to sustain implementation. This paper describes Core Collaborators Workshops (CCWs) that were specifically designed for biochemistry faculty to improve the quality of active learning materials, support faculty in transforming their classrooms, and disseminate these efforts nationally. This CCW model proved very effective to date as shown by the fact that, 8 months after the last CCW, all workshop participants reported using at least some of the instructional materials discussed during the workshop. In addition, participants remarked that the superior community building and direct mentoring available through the CCWs greatly increased their confidence in implementing this new curricular approach and has made them more likely to act as leaders themselves. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION Vol. 39, No. 6, pp. 405–411, 2011
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“However, we and others find that professional development within a community of practice can facilitate the adoption and sustaining of instructional change.10,12”
From Evolution of a self‐renewing, participant‐centered workshop series in BMB assessment (2024) · cites this paper as [10]
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Cited by
Evolution of a self‐renewing, participant‐centered workshop series in BMB assessment
Tyler, L., Kennelly, P. J., Engelman, S., Block, K. F., Bobenko, J. C., Catalano, J., Jones, J. A., Kanipes‐Spinks, M. I., Lim, Y. M., Loertscher, J., et al. (2024) · Biochemistry and Molecular Biology Education · doi:10.1002/bmb.21789 · Cited by 3
“10,12 Here we describe a self-renewing, National Science Foundation (NSF)-supported workshop series that specifically offers faculty in the molecular life sciences — at no cost to participants — training in developing BMB assessment tools and entrée into a growing community of practice.”
BackgroundSelf-citation
Metadata
- Authors
- Murray, T. A., Higgins, P., Minderhout, V., & Loertscher, J.
- Affiliations
- Capital University (US)
- Gettysburg College (US)
- Seattle University (US)
- Corresponding author
- Loertscher, Jennifer
- Venue
- Biochemistry and Molecular Biology Education
- Publisher
- Wiley
- Published
- 2011-11
- Volume
- 39
- Issue
- 6
- Pages
- 405-411
- ISSN
- 1470-8175 (ISSN-L)
- 1539-3429
- OpenAlex
- W2042097094
- Cited by
- 30
- References
- 22
- Citations by year
- 2026: 3 · 2023: 3 · 2022: 3 · 2020: 3 · 2019: 2 · 2018: 1 · 2017: 1 · 2016: 3 · 2015: 3 · 2014: 4 · 2013: 2
- FWCI
- 10.72
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Biochemistry and Molecular Biology Education (publishedVersion)
- PubMed (publishedVersion)
- Funders
- National Science Foundation (0717392)
- Topics
- Social Sciences › Education › Innovative Teaching Methods
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Education › Innovations in Medical Education
- Keywords
- communities of practice, biochemistry education, active learning, faculty professional development, mentoring, student-centered learning, teaching materials
- MeSH terms
- Biochemistry, Education, Professional, Faculty, Students, United States, Problem-Based Learning, Information Dissemination
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