A pressing need in STEM undergraduate education is well-trained faculty who are versed in evidence-based practices and effective teaching techniques. One step towards filling this gap is implementing professional development programs for early-career academics and future faculty. The Faculty Institutes for Reforming Science Teaching IV (FIRST IV) program focused on developing research-based teaching approaches in biology postdocs from 2009-2012. Since engaging in the program, many alumni have continued on to instructional positions at a variety of institution types. Our unique research design - FIRST IV faculty and paired faculty for comparison from the same department - examines the outcomes of former FIRST IV participants within the context of their departments and institutions. Using data collected from 2016-2019 from both FIRST IV alumni and paired faculty in their departments, we are investigating the relative influences of experience, training and external factors on biology teaching practices.
Results/Conclusions
We used the Reformed Teaching Observation Protocol (RTOP), to measure teaching practices from class session recordings. FIRST IV alumni scores have not changed over the past 6 years and exhibited greater learner-centered instruction than comparison faculty. This is encouraging for professional development programs aimed at transforming pedagogical practices among early-career academics. Additionally, at the departmental level, self-reported resources for teaching (e.g. funding, time, technical support) and collegiality were positively correlated with RTOP scores for non-FIRST IV participants, but not for FIRST IV alumni. This suggests that faculty who are well-prepared may be relatively immune to common institutional obstacles to learner-centered teaching. Together these results provide a compelling story of how professional development and departmental structure affect teaching practices in early-career biology faculty.