432
Views
16
CrossRef citations to date
0
Altmetric
COMMENTARY

Surveying the Landscape of Professional Development Research: Suggestions for New Perspectives in Design and Research

Pages 416-422 | Received 04 Jun 2017, Accepted 10 Aug 2017, Published online: 31 Jan 2018

REFERENCES

  • American Association for the Advancement of Science (AAAS) . 2013. Describing & measuring undergraduate STEM teaching practices. Washington, DC: AAAS.
  • American Association of Universities (AAU) . 2016. Improving undergraduate STEM education at research universities: A collection of case studies. Phoenix, AZ: Research Corporation for Science Advancement.
  • Amundsen, C., and Wilson, M. 2012. Are we asking the right questions?: A conceptual review of educational development literature in higher education. Review of Educational Research , 82:90–126.
  • Ault, C.R., Jr., 1998. Criteria of excellence for geological inquiry: The necessity of ambiguity. Journal of Research in Science Teaching , 25:189–212.
  • Austin, A., 2011. Promoting evidence-based change in undergraduate science education. Paper Commissioned by the National Research Council Board on Science Education. Available at http://sites.nationalacademies.org/DBASSE/BOSE/DBASSE_080124 (accessed 3 June 2017).
  • Baldwin, T.T., and Ford, J.K. 1988. Transfer of training: A review and directions for future research. Personnel Psychology , 41:62–105.
  • Beach, A.L., Sorcinelli, M.D., Austin, A.E., and Rivard, J.K. 2016, Faculty development in the age of evidence: Current practices, future imperatives. Sterling, VA: Stylus.
  • Borrego, M., and Henderson, C. 2014. Increasing the use of evidence-based teaching in STEM higher education: A comparison of eight change strategies. Journal of Engineering Education , 103:220–252.
  • Brownell, S.E., and Tanner, K.D. 2012. Barriers to faculty pedagogical change: Lack of training, time, incentives, and . . .tensions with professional identity?. CBE-Life Sciences Education , 11:339–346.
  • Budd, D.A., Kraft, K., McConnell, D.A., and Vislova, T. 2013. Characterizing teaching in introductory geology courses: Measuring classroom practices. Journal of Geoscience Education , 61:461–475.
  • Carnevale, A.P., Smith, N., and Melton, M. 2011. STEM: Science Technology Engineering Mathematics Georgetown University Center for Education and the Workforce. Available at https://cew.georgetown.edu/cew-reports/stem/ (accessed 12 September 2017).
  • Cheng, E.W.L., and Hampson, I. 2008. Transfer of training: A review and new insights. International Journal of Management Reviews , 10:327–341.
  • Condon, W., Iverson, E.R., Manduca, C.A., Rutz, C., and Willett, G. 2016. Faculty development and student learning: Assessing the connections. Bloomington, IN: Indiana University Press.
  • Cox, M.D., 2004. Introduction to faculty learning communities. New Directions for Teaching and Learning , 2004:5–23.
  • Dancy, M., Henderson, C., and Turpen, C. 2016. How faculty learn about and implement research-based instructional strategies: The case of peer instruction. Physical Review Physics Education Research , 12:010110.
  • D'Avanzo, C. 2014. Post–vision and change: Do we know how to change? CBE-Life Sciences Education , 12:373–382.
  • Desimone, L., Smith, T.M., and Friswold, D.E. 2009. Survey measures of classroom instruction: Comparing student and teacher reports. Educational Policy , 24:267–329.
  • Ebert-May, D., Derting, T.L., Henkel, T.P., Maher, J.M., Momsen, J.L., Arnold, B., and Passmore, H.A., 2015. Breaking the cycle: Future faculty begin teaching with learner-centered strategies after professional development. CBE-Life Science Education , 14:1–12.
  • Ebert-May, D., Derting, T.L., Hodder, J., Momsen, J.L., Long, T.M., and Jardeleza, S.E. 2011. What we say is not what we do: Effective evaluation of faculty professional development programs. BioScience , 61:550–558.
  • Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., and Wenderoth, M.P. 2014. Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America , 111:8410–8415.
  • Garet, M.S., Porter, A.C., Desimone, L., Birman, B.F., and Yoon, K.S. 2001. What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal , 38:915–945.
  • Gehrke, S., and Kezar, A., 2016. STEM reform outcomes through communities of transformation. Change , 48:30–38.
  • Gitonga, J., 2007. Transfer of learning in continuing medical education (CME): A conceptual model. In Proceedings of the International Research Conference in the Americas of the Academy of Human Resource Development. Indianapolis, IN. Available at http://files.eric.ed.gov/fulltext/ED504737.pdf (accessed 10 August 2017).
  • Henderson, C., Beach, A., and Finkelstein, N. 2011. Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature. Journal of Research in Science Teaching , 48:952–984.
  • Henderson, C., Mestre, J.P., and Slakey, L.L. 2015. Cognitive science research can improve undergraduate STEM instruction: What are the barriers? Policy Insights from the Behavioral and Brain Sciences , 2 (1):51–60. Available at http://journals.sagepub.com/doi/abs/10.1177/2372732215601115 (accessed 3 June 2017).
  • Ho, A., Watkins, D., and Kelly, M. 2001. The conceptual change approach to improving teaching and learning: An evaluation of a Hong Kong staff development programme. Higher Education , 42:143–169.
  • Holton, E.F. 2005. Holton's evaluation model: New evidence and construct elaborations. Advances in Developing Human Resources , 7:37–54.
  • Hutchings, P., and Shulman, L.S. 1999. The scholarship of teaching: New elaborations. New developments. Change , 31:11–15.
  • Johnson, D.W., and Johnson, R. 1999. Learning together and alone: Cooperative, competitive, and individualistic learning, 5th ed. Boston, MA: Allyn and Bacon.
  • Kania, J., Kramer, M., and Russell, P. 2014. Strategic philanthropy for a complex world. Stanford Social Innovations Review , 12 (3).
  • Kastens, K.A., and Manduca, C.A. 2017. Using systems thinking in the design, implementation and evaluation of complex educational innovations, with examples from the InTeGrate project. Journal of Geoscience Education , 65 (3):219–230.
  • Kezar, A., and Gehrke, S. 2015. Communities of transformation and their work scaling STEM reform. Los Angeles, CA: University of Southern California. Available at http://www.uscrossier.org/pullias/wp-content/uploads/2016/01/communities-of-trans.pdf (accessed on 3 June 2017).
  • Loucks-Horsley, S., Stiles, K.E., Mundry, S.E., and Love, N.B. 2003. Designing professional development for teachers of science and mathematics, 2nd ed. Thousand Oaks, CA: Corwin Press, Inc.
  • Lowenthal, P.R., Wray, M.L., Bates, B., Switzer, T., and Stevens, E. 2013. Examining faculty motivation to participate in faculty development. International Journal of University Teaching and Faculty Development , 3:149–164.
  • Lund, T.J., Pilarz, M., Velasco, J.B., Chakraverty, D., Rosploch, K., Undersander, M., and Stains, M. 2015. The best of both worlds: Building on the COPUS and RTOP observation protocols to easily and reliably measure various levels of reformed instructional practice. CBE-Life Science Education , 14:1–12.
  • Manduca, C., Iverson, E., Luxenberg, M., Macdonald, R.H., McConnell, D., Mogk, D., and Tewksbury, B. 2017. Improving undergraduate STEM education: The efficacy of discipline-based professional development. Science Advances , 3 (2):e1600193.
  • Manduca, C.A., and Kastens, K.A. 2012. Geoscience and geoscientists: Uniquely equipped to study Earth. In Kastens, K.A., and Manduca, C.A., eds., Earth and mind II: A synthesis of research on thinking and learning in the geosciences. Boulder, CO: Geological Society of America, Special Paper 486, p. 1–12.
  • McLaughlin, J.A., Iverson, E., Kirkendall, R., Manduca, C., and Bruckner, M. 2010. On the Cutting Edge 2010 evaluation report. Northfield, MN: Science Education Resource Center. Available at https://d32ogoqmya1dw8.cloudfront.net/files/NAGTWorkshops/2009_cutting_edge_evaluation_1265409435.pdf. (accessed 4 June 2017).
  • McLaughlin, J.A., Iverson, E., and Manduca, C. 2005. On the Cutting Edge 2005 evaluation report. Northfield, MN: Science Education Resource Center. Available at https://d32ogoqmya1dw8.cloudfront.net/files/NAGTWorkshops/full_summary.v6.doc (accessed 7 August 2017).
  • Mogk, D.W. 2013. Curriculum by design. Earth and Mind: The Blog. Available at https://serc.carleton.edu/earthandmind/posts/curriculum_desi.html (accessed 4 June 2017).
  • National Academies of Sciences, Engineering, and Medicine (NAS) . 2016. Science literacy: Concepts, contexts, and consequences. Washington, DC: The National Academies Press.
  • National Research Council (NRC) . 2012. Discipline-based education research: Understanding and improving learning in undergraduate science and engineering. Washington, DC: The National Academies Press.
  • National Science Foundation (NSF) . 1996. Shaping the future: New expectations for undergraduate education in science, mathematics, engineering, and technology. Washington, DC: National Science Foundation.
  • Network of STEM Education Centers (NSEC) . 2017. Campus centers in STEM education. Northfield, MN: Carleton College. https://serc.carleton.edu/StemEdCenters/campus_centers.html (accessed 3 June 2017).
  • Neumann, A. 2009. Professing to learn: Creating tenured lives and careers in the American research university. Baltimore, MD: The Johns Hopkins University Press.
  • O'Meara, K.T., LaPointe, A., and Neumann, A. 2008, Faculty careers and work lives: A professional growth perspective. San Francisco, CA: Jossey-Bass.
  • On the Cutting Edge . 2017. Classroom Observation Project: Understanding and improving our teaching using the Reformed Teaching Observation Protocol (RTOP): About this Project. Northfield, MN: Carleton College. Available at https://serc.carleton.edu/NAGTWorkshops/certop/about.html (accessed 7 August 2017).
  • Pelch, M.A., and McConnell, D.A. 2016. Challenging instructors to change: A mixed methods investigation on the effects of material development on the pedagogical beliefs of geoscience instructors. International Journal of STEM Education , 3:5. Available at https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-016-0039-y (accessed 3 June 2017).
  • Pfund, C., Miller, S., Brenner, K., Bruns, P., Chang, A., Ebert-May, D., Fagen, A.P., Gentile, J., Gossens, S., Khan, I.M., Labov, J.B., Pribbenow, C.M., Susman, M., Tong, L., Wright, R., Yuan, R.T., Wood, W.B., and Handelsman, J. 2009. Summer institute to improve university science teaching. Science , 324:470–471.
  • President's Council of Advisors on Science and Technology (PCAST) . 2010. Prepare and inspire: K–12 education in science, technology, engineering and math (STEM) for America's future. Washington, DC: Executive Office of the President.
  • President's Council of Advisors on Science and Technology (PCAST) . 2012. Engage to excel: Producing one million additional college graduates with degrees in science, technology, engineering, and mathematics. Washington DC: Executive Office of the President.
  • Preskill, H., Gopal, S., Mack, K., and Cook, J. 2014. Evaluating complexity: Propositions for improving practice. FSG. Available at: http://www.fsg.org/publications/evaluating-complexity (accessed 31 October 2016).
  • Rockman et al–Research and Evaluation. 2013. On the Cutting Edge Project: Year 3 independent evaluation report. Northfield, MN: Science Education Resource Center. http://serc.carleton.edu/files/NAGTWorkshops/about/2013_external_evaluation_repor.pdf (accessed 3 June 2017).
  • Russ-Eft, D., and Preskill, H. 2009. Evaluation in organizations: A systemic approach to enhancing learning, performance, and change. New York: Basic Books.
  • Smith, M.K., Vinson, E.L., Smith, J.A., Lewin, J.D., and Stetzer, M.R. 2014. A campus-wide study of STEM courses: New perspectives on teaching practices and perceptions. CBE-Life Science Education , 13:624–635.
  • Teasdale, R., Viskupic, K., Bartley, J.K., McConnell, D., Manduca, C., Bruckner, M., Farthing, D., and Iverson, E. 2017. A multi-dimensional assessment of reformed teaching practice in geoscience classrooms. Geosphere, 13 13 (2):608–627.
  • Wenger, E., McDermott, R., and Snyder, W. 2002. Cultivating communities of practice: A guide to managing knowledge. Boston, MA: Harvard Business School Press.
  • Wilson, S.M. 2013. Professional development for science teachers. Science , 19:310–313.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.