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Faculty professional development in quantitative biology promotes scholarly teaching

Author(s): Gabriela Hamerlinck1, Kevin Kidder, Sondra Marie LoRe2, Pam Bishop3, Kristin Jenkins4, Sam S Donovan5

1. QUBES, BioQUEST 2. National Institute for STEM Evaluation & Research (NISER) 3. National Institute for STEM Evaluation and Research 4. BioQUEST 5. University of Pittsburgh

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Poster presented at NABT 2017 in St. Louis, Missouri

Licensed under CC Attribution-ShareAlike 4.0 International according to these terms

Version 1.0 - published on 09 May 2018 doi:10.25334/Q4640K - cite this



Faculty professional development (PD) often addresses how faculty may increase their scholarly pursuits as they relate to teaching. One aspect of scholarly teaching is the sharing of education materials, with colleagues, through publications and in public online spaces. Here we report outcomes from research on the faculty development portion of the Quantitative Undergraduate Biology Education and Synthesis (QUBES) project. QUBES offers a unique long-term, low-intensity PD experience called Faculty Mentoring Networks (FMN) where participants interact over multiple months in an online community to customize and implement a teaching strategy focused on quantitative reasoning in biology. We report on the community of faculty that participate in our FMNs and the effect of our unique PD experience as it relates to sharing curricular materials as evidence of scholarly teaching. We find that the FMN model influences faculty willingness to share educational materials online. We report on the sharing tendencies of faculty who have participated in a variety of PD, including QUBES FMNs. We also compare the tendencies of sharing educational materials by faculty at different institution types and at different career stages.

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