From CREATE Workshop to Course Implementation: Examining Downstream Impacts on Teaching Practices and Student Learning at 4-Year Institutions.

ABSTRACT: 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-effic

SUBMITTER: Kenyon KL 

PROVIDER: S-EPMC6327835 | biostudies-literature | 2019 Jan

REPOSITORIES: biostudies-literature