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Assessment of Professional Development and Research-Based Instructional Strategies for Instructors of Online Undergraduate STEM Courses

Assessment of Professional Development and Research-Based Instructional Strategies for Instructors of Online Undergraduate STEM Courses

Karen Miner-Romanoff, Yuerong Sweetland, Yi Yang, Barbara Fennema
Copyright: © 2019 |Volume: 9 |Issue: 1 |Pages: 11
ISSN: 2155-6873|EISSN: 2155-6881|EISBN13: 9781522567264|DOI: 10.4018/IJOPCD.2019010104
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MLA

Miner-Romanoff, Karen, et al. "Assessment of Professional Development and Research-Based Instructional Strategies for Instructors of Online Undergraduate STEM Courses." IJOPCD vol.9, no.1 2019: pp.51-61. http://doi.org/10.4018/IJOPCD.2019010104

APA

Miner-Romanoff, K., Sweetland, Y., Yang, Y., & Fennema, B. (2019). Assessment of Professional Development and Research-Based Instructional Strategies for Instructors of Online Undergraduate STEM Courses. International Journal of Online Pedagogy and Course Design (IJOPCD), 9(1), 51-61. http://doi.org/10.4018/IJOPCD.2019010104

Chicago

Miner-Romanoff, Karen, et al. "Assessment of Professional Development and Research-Based Instructional Strategies for Instructors of Online Undergraduate STEM Courses," International Journal of Online Pedagogy and Course Design (IJOPCD) 9, no.1: 51-61. http://doi.org/10.4018/IJOPCD.2019010104

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Abstract

Professional development (PD) programs for faculty are critical for improvement of STEM instruction. Little research exists on the impact of such programs in the online environment. This article reports the pilot study results of an observation protocol (OP) on the development of an online PD program for STEM faculty grounded in research-based instructional strategies (RBIS) and the development plan for the program. The RBIS-based OP in place at Franklin University will be used to identify and assess online STEM instructors' teaching practices before and after the PD program. Pilot study results suggested that the OP yields valid and reliable evidence of STEM faculty's RBIS usage. Approximately 80 STEM course sections will be observed using the OP with data collected pre- and post-PD (3 year period). The mixed-method data will be analyzed by university researchers in conjunction with a community research partner. This project will test the success of an online professional development program with RBIS for higher education STEM faculty, aid determination of which RBIS can contribute most effectively to improving student outcomes and produce the first robust evidence of the impact of an online PD for STEM faculty.

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