Online Professional Development Boosts Teachers’ Confidence, Knowledge

The American Physiological Society Press Release

press release logo

APS Contact: APS Communications Office

Email: communications@the-aps.org

Phone: 301.634.7209

Twitter: @APSPhysiology


Online Professional Development Boosts Teachers' Confidence, Knowledge

(Madison, Wis.) June 21, 2018—Multiple factors go into making an effective professional development (PD) program for K–12 teachers. Focusing on content, active learning, collaboration and coaching support and using models of effective teaching can broaden the knowledge of science teachers. However, many teachers are short on the resources needed to attend one-time short-term PD programs. Additionally, there is little data on the effect of national PD programs on student achievement. The results of one online PD program for teachers will be shared today as part of American Physiological Society’s (APS’s) Institute on Teaching and Learning in Madison, Wis.

APS analyzed the impact of its 10-month online Six Star Science Online Teacher Professional Development Program. The program focused on boosting confidence, knowledge and actual use in multiple areas, such as STEM career education, scientific content, equity and diversity in the classroom, and reflection on teaching and learning.

Participants reported an increase in confidence and felt more prepared to teach in many of the STEM-related topics covered during the program, including teaching about biomedical career options and understanding the differences between basic and clinical research. In addition, the course enrollees reported that “they reflected on their teaching and participated in online teacher communities of practice more often,” APS researchers wrote.

Margaret Steiben, program manager for K–12 education programs at APS, will present “Professional development increases teacher knowledge, confidence and use of effective pedagogy” in a poster session on Thursday, June 21, at the Madison Concourse Hotel.

NOTE TO JOURNALISTS: The third Institute on Teaching and Learning will be held June 18–22 in Madison, Wis. To schedule an interview with the conference organizers or presenters, contact the APS Communications Office or 301-634-7209. Find more research highlights in the APS Press Room.

Related Items

Forgetting May Help Improve Memory and Learning

Released June 20, 2018 - Forgetting names, skills or information learned in class is often thought of as purely negative. However unintuitive it may seem, research suggests that forgetting plays a positive role in learning: It can actually increase long-term retention, information retrieval and performance. The findings will be presented today at the American Physiological Society’s (APS’s) Institute on Teaching and Learning in Madison, Wis.

In-Person and Online Learning May Boost Student Performance, Reduce Anxiety

Released June 20, 2018 - Before online learning existed, the traditional lecture format was the only option for college courses. Students who skipped class risked missing out on valuable information presented in-person. Researchers from the University of Iowa found that online content presentation accompanied by weekly interactive class meetings—a “blended” course format—may improve academic achievement in students at risk for failing. In addition, fewer students withdrew from the class when the content was presented in a blended format. The findings will be presented today at the American Physiological Society’s (APS’s) Institute on Teaching and Learning in Madison, Wis.

‘Exam Roulette’ Could Quell Essay-induced Anxiety

Released June 21, 2018 - For many students, essay tests are a source of dread and anxiety. But for professors, these tests provide an excellent way to assess a student’s depth of knowledge and critical-thinking skills. At the American Physiological Society’s (APS’s) Institute on Teaching and Learning in Madison, Wis., Andrew Petzold, PhD, of the University of Minnesota Rochester Center for Learning Innovation, will discuss how a game of chance can lead to increased student preparation and motivation.

Study Abroad for Commuters at the University of New Hampshire at Manchester

Released June 21, 2018 - Studying abroad can impart a number of valuable, lifelong skills in students, including improved foreign language skills, appreciation for other cultures and, importantly, access to unique learning opportunities only available in certain countries and settings. However, less than 10 percent of U.S. college students participate in study abroad experiences. The cost of these experiences remains a major impediment to many students. As part of the American Physiological Society’s (APS’s) Institute on Teaching and Learning in Madison, Wis., Patricia A. Halpin, PhD, will present a case study of a pilot program that aimed to provide more opportunities for students at the University of New Hampshire at Manchester to study abroad.

From: 
Email:  
To: 
Email:  
Subject: 
Message:

~/Custom.Templates/Document.aspx