Colleagues are accessible to faculty who may not seek teaching support outside their departments or institutions. Collegial relationships are also enduring and thus are well positioned to provide the long-term support needed to change one’s teaching (e.g., Andrews and Lemons, 2015). Colleagues are embedded in the same institutional context, so they can help one another navigate local constraints to achieve change ( Henderson et al., 2011).
#IFACTOR TEMPE INTERVIEW HOW TO#
Despite these calls for changing undergraduate biology instruction, traditional teaching strategies remain common ( NRC, 2012), and little is known about how to help college biology faculty reform their teaching to align with recommendations.Ĭolleague–colleague relationships have the potential to facilitate reform in undergraduate biology education. Instructors have also been encouraged to teach in ways that increase student motivation and metacognition, which in turn can influence students’ learning and achievement in science (e.g., Glynn et al., 2007 National Research Council, 2012 Tanner, 2012 Stanton et al., 2015). The most prominent call for reform in the life sciences, called Vision and Change, urges faculty to focus on teaching core concepts and competencies and to integrate more opportunities for students to be active participants in their learning and in the practice of science ( American Association for the Advancement of Science, 2011). Further research will be necessary to determine whether these results generalize beyond the studied institution.Ĭollege biology instructors are being asked to reconsider traditional teaching strategies in favor of evidence-based teaching strategies ( Freeman et al., 2014).
#IFACTOR TEMPE INTERVIEW PROFESSIONAL#
Faculty who had participated in a team based–teaching professional development program were also credited with providing more support for teaching than nonparticipants. DBERs facilitated change through coteaching, offering ready and approachable access to education research, and providing teaching training and mentoring. The influence of DBERs derives, at least partly, from a perception that they have unique professional expertise in education. Quantitative and qualitative analyses indicate that DBERs promote changes in teaching to a greater degree than other departmental colleagues. Each department included discipline-based education researchers (DBERs).
We used surveys and interviews to examine collegial interactions about undergraduate teaching in life sciences departments at one research university. Our exploratory investigation was informed by social network theory and research on the impact of opinion leaders within organizations. We used a mixed-methods approach to investigate the characteristics of faculty who provide colleagues with teaching resources and facilitate change in teaching, how faculty influence one another. The second interpretation is derived from the proposition that kinship systems express basic paradigms of exchange prevalent in a society.Relationships with colleagues have the potential to be a source of support for faculty to make meaningful change in how they teach, but the impact of these relationships is poorly understood. One interpretation of these tendencies derives from the conceptualization of kinship as an element in a social system. sample reported more agreement with statements that exchanges among kin are unfair. sample, the items with the highest loadings on the Distrust factor refer to unfairness and incommensurability in exchange, and the U.S. In the Hungarian sample, the items with the highest loadings on the Distrust factor dealt with exploitation by kin, and generally the Hungarians reported more agreement than did the United States with statements that kin are exploitive. The presupposition of distrust of relatives lends itself to two alternative interpretations. The results suggest that a duality exists in the minds of the interviewees in their conception of kinship reciprocity. The analysis yielded an unexpected pattern of results, namely, that the axiom of amity and the presupposition of distrust of kin refer to two separate factors. Separate analyses were undertaken of two samples of persons aged sixty or over-one in Budapest, Hungary and the other American.
This article draws some theoretical implications of the findings of a factor analysis of a scale for indicating the extent to which people embrace an axiom of amity (or prescriptive altruism) in kinship ties.
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