Journal
BIOSCIENCE
Volume 69, Issue 1, Pages 47-58Publisher
OXFORD UNIV PRESS
DOI: 10.1093/biosci/biy145
Keywords
CREATE; primary literature; teaching; learning; STEM
Categories
Funding
- National Science Foundation [1021443, 1524779]
- CUNY STEM-UEI initiative
- Direct For Education and Human Resources
- Division Of Undergraduate Education [1021443] Funding Source: National Science Foundation
- Division Of Undergraduate Education
- Direct For Education and Human Resources [1524779] Funding Source: National Science Foundation
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The faculty workshop model has long been used for disseminating innovative methods in STEM education. Despite significant investments by researchers and funding agencies, there is a dearth of evidence regarding downstream impacts of faculty development. CREATE is an evidence-based strategy for teaching science using primary literature. In this study, we examined whether workshop-trained faculty applied CREATE methods effectively and whether their students achieved either cognitive or affective gains. We followed 10 workshop alumni at different 4-year institutions throughout the United States. External observations of the teaching indicated a high fidelity of CREATE implementation. The students made significant gains in cognitive (e.g., designing experiments) and affective (e.g., self-efficacy in science process skills) domains. Some student outcomes correlated with particular characteristics (e.g., class size) but not with others (e.g., teaching experience). These findings provide evidence for the robustness of the CREATE dissemination model and provide perspective on factors that may influence pedagogical reform efforts.
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