CREATE Two-Year/Four-Year Faculty Workshops: A Focus on Practice, Reflection, and Novel Curricular Design Leads to Diverse Gains for Faculty at Two-Year and Four-Year Institutions
Open accessAbstract
Improving STEM education through the propagation of highly effective teaching strategies is a major goal of national reform movements. CREATE (Consider, Read, Elucidate the hypotheses, Analyze and interpret the data, and Think of the next Experiment) is a transformative teaching and learning strategy grounded in evidence-based science pedagogy. CREATE courses promote both cognitive (e.g., critical thinking) and affective (e.g., attitudinal and epistemological) student gains in diverse settings. In this study, we look more deeply into the faculty development workshop used to disseminate CREATE pedagogy to instructors at two-year and four-year institutions. We hypothesized that an immersive experience would positively shift faculty participants’ views on teaching/learning, build their understanding of CREATE pedagogy and develop their confidence for course implementation. Internal and external assessments indicate that faculty participants did achieve gains within the timeframe of the CREATE workshop. We discuss the workshop training outcomes in the context of designing effective dissemination models for innovative practices.
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Since then, the authors and others have revised and implemented the CREATE method in different contexts, with many publications discussing modifications of this approach, assessment of students' cognitive and affective changes, as well as ways to train and support faculty in implementing this technique.
“Since then, the authors and others have revised and implemented the CREATE method in different contexts, with many publications discussing modifications of this approach, assessment of students’ cognitive and affective changes, as well as ways to train and support faculty in implementing this technique (Hoskins et al., 2007, 2017; Hoskins, 2008, 2010, 2019; Gottesman and Hoskins, 2013; Stevens and”
From Reading Primary Scientific Literature: Approaches for Teaching Students in the Undergraduate STEM Classroom (2023) · cites this paper as Hoskins et al., 2017
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- Authors
- Hoskins, S. G., Gottesman, A. J., & Kenyon, K. L.
- Affiliations
- City College of New York (US)
- Hobart and William Smith Colleges (US)
- Corresponding author
- Kenyon, Kristy L.
- Venue
- Journal of Microbiology & Biology Education
- Publisher
- American Society for Microbiology
- Published
- 2017-12
- Volume
- 18
- Issue
- 3
- ISSN
- 1935-7877 (ISSN-L)
- 1935-7885
- PMC
- PMC5976048
- OpenAlex
- W2774900372
- Cited by
- 9
- References
- 50
- Citations by year
- 2024: 2 · 2023: 2 · 2022: 1 · 2020: 2 · 2018: 2
- FWCI
- 3.90
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Journal of Microbiology and Biology Education (publishedVersion, cc-by-nc-nd)
- PubMed Central (publishedVersion, cc-by-nc-nd)
- PubMed (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Funders
- National Science Foundation
- Topics
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Education › Innovative Teaching Methods
- Social Sciences › Education › Science Education and Pedagogy
- Keywords
- faculty development workshops, STEM education reform, two-year and four-year institutions, faculty confidence, curricular design, student diversity
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