A Faculty Professional Development Model That Improves Student Learning, Encourages Active-Learning Instructional Practices, and Works for Faculty at Multiple Institutions
Open accessAbstract
Helping faculty develop high-quality instruction that positively affects student learning can be complicated by time limitations, a lack of resources, and inexperience using student data to make iterative improvements. We describe a community of 16 faculty from five institutions who overcame these challenges and collaboratively designed, taught, iteratively revised, and published an instructional unit about the potential effect of mutations on DNA replication, transcription, and translation. The unit was taught to more than 2000 students in 18 courses, and student performance improved from preassessment to postassessment in every classroom. This increase occurred even though faculty varied in their instructional practices when they were teaching identical materials. We present information on how this faculty group was organized and facilitated, how members used student data to positively affect learning, and how they increased their use of active-learning instructional practices in the classroom as a result of participation. We also interviewed faculty to learn more about the most useful components of the process. We suggest that this professional development model can be used for geographically separated faculty who are interested in working together on a known conceptual difficulty to improve student learning and explore active-learning instructional practices.
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The FOLC model has been used in other STEM disciplines as well.
“This model has been used in other STEM disciplines as well [61].”
From Faculty online learning communities: A model for sustained teaching transformation (2019) · cites this paper as [61]
The Faculty Participants section says all participants in this project taught large-enrollment biology courses. The Introduction describes faculty learning communities, but neither it nor the other passages found establishes that this model has been used in other STEM disciplines (searched: FOLC and other disciplines). (LLM, conf=0.75)
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- Authors
- Pelletreau, K. N., Knight, J. K., Lemons, P. P., McCourt, J. S., Merrill, J. E., Nehm, R. H., Prevost, L. B., Urban-Lurain, M., & Smith, M. K.
- Affiliations
- Stony Brook University (US)
- Department of Molecular, Cellular, and Developmental Biology, University of Colorado, Boulder, CO 80309
- University of Georgia (US)
- Michigan State University (US)
- University of South Florida (US)
- CREATE for STEM Institute, Michigan State University, East Lansing, MI 48824
- Corresponding author
- Smith, Michelle K.
- Venue
- CBE—Life Sciences Education
- Published
- 2018-06
- Volume
- 17
- Issue
- 2
- Pages
- es5
- ISSN
- 1931-7913 (ISSN-L)
- PMC
- PMC5998327
- OpenAlex
- W2801685042
- Cited by
- 66
- References
- 57
- Citations by year
- 2026: 7 · 2025: 10 · 2024: 12 · 2023: 2 · 2022: 12 · 2021: 10 · 2020: 8 · 2019: 4 · 2018: 1
- FWCI
- 18.64
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- cc-by-nc-sa
- Locations
- CBE—Life Sciences Education (publishedVersion, cc-by-nc-sa)
- Europe PMC (PubMed Central) (publishedVersion, cc-by-nc-sa)
- PubMed Central (publishedVersion, cc-by-nc-sa)
- PubMed (publishedVersion)
- Digital Commons - University of South Florida (University of South Florida) (submittedVersion, cc-by-nc-sa)
- CU Scholar (University of Colorado Boulder) (submittedVersion, cc-by)
- Funders
- National Science Foundation (1347578, 1322851)
- Topics
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Education › Innovative Teaching Methods
- Social Sciences › Education › Science Education and Pedagogy
- Keywords
- faculty professional development, active learning, learning outcomes, conceptual difficulties, instructional unit design
- MeSH terms
- Base Sequence, Faculty, Humans, Students, Teaching, Models, Educational, Problem-Based Learning
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