Professional Development of Faculty Scientists Through Partnerships With Educators

• In Event: Science, Technology, and Professional Development in Higher Education

Abstract

This study focuses on a college course (currently in the course catalogs of over 30 colleges and universities) created to build the capacity of faculty scientists to apply education research to teach undergraduates, and to communicate more effectively with the public. The investigation sought to understand how partnership between faculty scientists and (K-12 or informal) science educators can be effective for introducing scientists to education research and improving postsecondary science instruction as a result. Drawing on three theoretical frameworks (Communities of Practice, Partnership, and Boundary Crossing), we conducted a mixed-method inquiry. Findings suggest that through this partnership, faculty scientists learn how to incorporate learning theory into teaching and communication, and may influence their home community of practice – the university.

Authors

• Michelle Lea Phillips, Inverness Research - Phillips & Associates

• Lynn Uyen Tran, University of California - Berkeley

• Catherine Halversen, University of California - Berkeley