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Design, Implementation, and Evaluation of Faculty Mentoring Networks: A Model for Promoting Faculty Teaching Scholarship

By Sam S Donovan1, Kristin Jenkins2, Alison N Hale3, Gabriela Hamerlinck3

1. University of Pittsburgh 2. BioQUEST 3. QUBES, BioQUEST

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Abstract

This resource has been updated - find the current version here: https://qubeshub.org/publications/199

NGSS, AP Biology, and Vision & Change all highlight the importance of quantitative skills to understanding biology. The Quantitative Undergraduate Biology Education and Synthesis (QUBES, qubeshub.org) project addresses the many of the challenges associated with improving students’ quantitative skills. Although the project primarily focuses on undergraduate settings, high school faculty may also find the project resources valuable.This symposium will include 3-4 brief presentations by faculty who have adapted and used a diverse collection quantitative reasoning teaching resources as part of their participation in various Faculty Mentoring Networks (FMNs). FMNs are long duration, low intensity, online learning communities that support faculty through the customization and implementation of effective teaching materials. The FMNs represented will include HHMI Biointeractive, ESA/TIEE, DryadLab, and AIMS. These projects are all chosen because they leverage existing high quality quantitative teaching resources that should be of interest to the broad NABT audience. The resources will be presented as a collection of “implementation stories” which feature peer-to-peer descriptions of how a wide range of disciplinary topics, institutional settings, and quantitative skills were accommodated. Portions of these resources will be distributed during the symposium and additional supporting materials will be available online.In addition to sharing specific teaching resources we will highlight ways for symposium attendees to participate in the QUBES project. An introductory presentation will raise attendees awareness of our approach to supporting quantitative reasoning in biology classrooms and share opportunities for their participation in future Faculty Mentoring Networks. The closing presentation will reflect on, and generalize from, the specific “implementation stories” to provide an overview of how Faculty Mentoring Networks are used to support teaching scholarship, and ways that attendees can participate.

Cite this work

Researchers should cite this work as follows:

  • Sam S Donovan; Kristin Jenkins; Alison N Hale; Gabriela Hamerlinck (2017), "Design, Implementation, and Evaluation of Faculty Mentoring Networks: A Model for Promoting Faculty Teaching Scholarship," https://qubeshub.org/resources/966.

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Submitter

Hayley Orndorf

University of Pittsburgh

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