The Cottrell Scholars Collaborative (CSC) is a group of academic scientists who believe that it is possible to excel in both research and teaching.  They are committed to improving STEM education through the use of innovative and proven pedagogies.  With this aim in mind, the CSC has developed a New Faculty Workshop (NFW) designed to inform and train newly-hired chemistry faculty at research-intensive institutions in evidence-based instructional practices.  In order to evaluate the impact of this workshop, a quasi-experimental study was conducted.  In particular, data were collected in the form of on-line surveys and classroom video recordings from workshop participants as well as a control group that consisted of newly-hired chemistry faculty that did not participate in the workshop.  Video recordings were analyzed using the Reformed Teaching Observation Protocol (RTOP) and the Classroom Observation Protocol for Undergraduate STEM (COPUS).  These data were triangulated with the Student Evaluation for Educational Quality (SEEQ) survey which was collected from students in the observed classrooms.  Teaching beliefs were measured with the adapted Self-Efficacy Toward Teaching Inventory (SETI-A) and the Approaches to Teaching Inventory (ATI).  In this presentation the impact of the CSC-NFW will be discussed by showing the results and interpretation of the collected data.

Impact of the Cottrell Scholars Collaborative New Faculty Workshop Program on instructional practices and teaching beliefs

248th National Meeting (2014)

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