Leveraging Psychosocial Interventions to Motivate Instructor Participation in Teaching Professional Development-Reference-Cited by-同舟云学术

Leveraging Psychosocial Interventions to Motivate Instructor Participation in Teaching Professional Development

Published:2020-09 Issue:3 Volume:19 Page:es10
ISSN:1931-7913
Container-title:CBE—Life Sciences Education
language:en
Short-container-title:LSE

Author:

Limeri Lisa B.¹,Musgrove Miranda M. Chen²,Henry Meredith A.³,Schussler Elisabeth E.²

Affiliation:

1. Department of Biochemistry & Molecular Biology, University of Georgia, Athens, GA 30602

2. Department of Ecology and Evolutionary Biology, University of Tennessee, Knoxville, TN 37996

3. Department of Chemistry, Emory University, Atlanta, GA 30322

Abstract

Teaching professional development (TPD) efforts to reform undergraduate education will not meet their goals if instructors are not motivated to attend. Research on psychosocial interventions could be leveraged to design interventions that will increase instructors’ motivation to attend TPD.

Publisher

American Society for Cell Biology (ASCB)

Subject

General Biochemistry, Genetics and Molecular Biology,Education

Reference94 articles.

1. Colleagues as Change Agents: How Department Networks and Opinion Leaders Influence Teaching at a Single Research University

2. It’s Personal: Biology Instructors Prioritize Personal Evidence over Empirical Evidence in Teaching Decisions

3. Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence

4. The Future of Faculty Development: Where Are We Going?

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