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Brief Training and Intensive Mentoring Guide Postdoctoral Scholars to Student-Centered Instruction

机译：简要培养和密集型指导指导博士后学者以学生为中心的指导

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摘要

The Science Teaching Experience Program–Working in Science Education (STEP-WISE) provides teaching experience for postdoctoral scholars holding full-time research appointments. Through a combination of mentorship, deliberate practice, and feedback, the postdocs learn and apply inclusive, evidence-based pedagogies. STEP-WISE is integrated into postdocs’ demanding schedules and is sustainable for institutions to run. Here, we assess the effectiveness of STEP-WISE. We used the Classroom Observation Protocol for Undergraduate STEM instruction to quantify instructor and student behaviors in 20 STEP-WISE class sessions from seven courses designed and taught by postdocs in the program. We found that all of the postdocs used student-centered teaching strategies. Also, using a design-based research framework, we studied the program to identify the salient components of its design. Four interconnected key elements contribute to the program’s success: 1) two training sessions, 2) a precourse meeting with the mentor, 3) implementation of active-learning strategies with support, and 4) debriefing with the mentor after each class session. STEP-WISE is a replicable model to support postdocs seeking training and experience in evidence-based teaching practices geared to improving undergraduate education and transforming pedagogical practice. We conclude that high-impact teaching can be learned early in a career with streamlined training and intensive mentoring.
机译：科学教育的科学教学经验（Step-Wise）为培训博士后学者提供教学经验，持有全日制研究预约。通过指导，刻意实践和反馈的组合，Postdocs学习并应用包容性，证据的教学。 Step-Wise被整合到Postdocs的苛刻时间表中，并且是可持续的机构运行。在这里，我们评估了迈出的有效性。我们使用了大学生干预教学的课堂观测协议，以在计划中由Postdocs设计和教授的七个课程中量化的教师和学生行为。我们发现所有博士后都使用了以学生为中心的教学策略。此外，使用基于设计的研究框架，我们研究了该计划以确定其设计的突出部件。四个互连的关键要素有助于该计划的成功：1）两个培训课程，2）与导师，3）在每班级会议后与导师的汇报实施主动学习策略。 Step-Wise是一种可复制的模型，可以支持寻求基于证据的教学实践的培训和经验，从而提高本科教育和转型教学实践。我们得出结论，高影响力教学可以在精简培训和密集指导的职业生涯中学习。

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