Participation in a Biology Faculty Learning Community Increases College Teaching Self-Efficacy

• In Event: 28.065 - Advancing Faculty Development: Self-Efficacy, Availability, and Learning Communities

Abstract

This study explores the ways in which a faculty learning community (FLC) facilitates change in the culture of teaching and learning in the biological sciences. Our 20-member FLC was established to enhance the undergraduate curriculum by creating progressive learning activities, promoting widespread use of active teaching approaches, and implementing metacognitive learning strategies. We administered two surveys (January 2017 and May 2018) with questions relating to faculty attitudes and self-efficacy in teaching. Faculty members' self-efficacy increased significantly, with the initially less confident individuals showing the largest gains, particularly in items relating to transparency and assessment. Therefore, it appears that the FLC members with the greatest expertise inspired and assisted those who had less experience or confidence with active pedagogies.

Authors

• Gili Marbach-Ad, University of Maryland

• Michelle Bertke, University of Maryland - College Park

• Anna Manyak Davis, University of Maryland - College Park

• Patrick Benjamin Sheehan, University of Maryland - College Park

• Katerina Thompson, University of Maryland