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1. Classroom Observations Indicate the Positive Impacts of Discipline-Based Professional Development

   https://doi.org/10.1007/s41979-019-00015-w  

   Viskupic, Karen; Ryker, Katherine; Teasdale, Rachel; Manduca, Cathryn; Iverson, Ellen; Farthing, Dori; Bruckner, Monica Z.; McFadden, Rory (May 2019, Journal for STEM Education Research)

   We compared 236 geoscience instructors’ histories of professional development (PD) participation with classroom observations using the Reformed Teaching Observation Protocol (RTOP) that describe undergraduate classes as Student-Centered (score ≥ 50), Transitional (score 31–49) or Teacher-Centered (score ≤ 30). Instructors who attended PD (n = 111) have higher average RTOP scores (44.5 vs. 34.2) and are more frequently observed teaching Student-Centered classes (33% vs. 13%) than instructors with no PD (p < 0.001). Instructors who attended PD that is topically-aligned with content taught during the classroom observation are likely to have RTOP scores that are higher by 13.5 points (p < 0.0001), and are 5.6 times more likely to teach a Student-Centered class than instructors without topically-aligned PD. Comparable odds of teaching Student-Centered classes (5.8x) occur for instructors who attended two topical PD events but were observed teaching a different topic. Models suggest that instructors with at least 24 h of PD are significantly more likely to teach a Student-Centered class than instructors with fewer hours. Our results highlight the effectiveness of discipline-specific PD in impacting teaching practices, and the importance of attending more than one such PD event to aid transfer of learning. 

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2. Measures of success: characterizing teaching and teaching change with segmented and holistic observation data

   https://doi.org/10.1186/s40594-023-00413-y  

   Weston, Timothy J.; Laursen, Sandra L.; Hayward, Charles N. (March 2023, International Journal of STEM Education)

   Abstract BackgroundNumerous studies show that active and engaging classrooms help students learn and persist in college, but adoption of new teaching practices has been slow. Professional development programs encourage instructors to implement new teaching methods and change the status quo in STEM undergraduate teaching, and structured observations of classrooms can be used in multiple ways to describe and assess this instruction. We addressed the challenge of measuring instructional change with observational protocols, data that often do not lend themselves easily to statistical comparisons. Challenges using observational data in comparative research designs include lack of descriptive utility for holistic measures and problems related to construct representation, non-normal distributions and Type-I error inflation for segmented measures. ResultsWe grouped 790 mathematics classes from 74 instructors using Latent Profile Analysis (a statistical clustering technique) and found four reliable categories of classes. Based on this grouping we proposed a simple proportional measure we called Proportion Non-Didactic Lecture (PND). The measure aggregated the proportions of interactive to lecture classes for each instructor. We tested the PND and a measure derived from the Reformed Teaching Observation Protocol (RTOP) with data from a professional development study. The PND worked in simple hypothesis tests but lacked some statistical power due to possible ceiling effects. However, the PND provided effective descriptions of changes in instructional approaches from pre to post. In tandem with examining the proportional measure, we also examined the RTOP-Sum, an existing outcome measure used in comparison studies. The measure is based on the aggregated items in a holistic observational protocol. As an aggregate measure we found it to be highly reliable, correlated highly with the PND, and had more statistical power than the PND. However, the RTOP measure did not provide the thick descriptions of teaching afforded by the PND. ConclusionsFindings suggest that useful dependent measures can be derived from both segmented and holistic observational measures. Both have strengths and weaknesses: measures from segmented data are best at describing changes in teaching, while measures derived from the RTOP have more statistical power. Determining the validity of these measures is important for future use of observational data in comparative studies. 

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3. Drosophila immune priming to Enterococcus faecalis relies on immune tolerance rather than resistance

   https://doi.org/10.1371/journal.ppat.1011567  

   Cabrera, Kevin; Hoard, Duncan S.; Gibson, Olivia; Martinez, Daniel I.; Wunderlich, Zeba (August 2023, PLOS Pathogens)

   Garsin, Danielle A. (Ed.)

   Innate immune priming increases an organism’s survival of a second infection after an initial, non-lethal infection. We usedDrosophila melanogasterand an insect-derived strain ofEnterococcus faecalisto study transcriptional control of priming. In contrast to other pathogens, the enhanced survival in primed animals does not correlate with decreasedE.faecalisload. Further analysis shows that primed organisms tolerate, rather than resist infection. Using RNA-seq of immune tissues, we found many genes were upregulated in only primed flies, suggesting a distinct transcriptional program in response to initial and secondary infections. In contrast, few genes continuously express throughout the experiment or more efficiently re-activate upon reinfection. Priming experiments in immune deficient mutants revealed Imd is largely dispensable for responding to a single infection but needed to fully prime. Together, this indicates the fly’s innate immune response is plastic—differing in immune strategy, transcriptional program, and pathway use depending on infection history. 

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4. Using latent profile analysis to assess teaching change

   Weston, T. J.; Laursen, S.; Hayward, C. N. (February 2023, Proceedings of the Annual Conference on Research in Undergraduate Mathematics Education)

   Cook, S.; Katz, B.; Moore-Russo, D. (Ed.)

   Teaching observations can be used in multiple ways to describe and assess instruction. We addressed the challenge of measuring instructional change with observational protocols, data that often do not lend themselves easily to statistical comparisons. We first grouped 790 mathematics classes using Latent Profile Analysis and found four reliable categories of classes. Based on the grouping we proposed a proportional measure called Proportion Non-Didactic Lecture (PND). The measure is the proportion of interactive to lecture classes for each instructor. The PND worked in simple hypothesis tests but lacked some statistical power due to possible scaler ceiling effects. The measure correlated highly with a dependent measure derived from the Reformed Teaching Observation Protocol (RTOP), a holistic observational measure. The PND also provided effective descriptions and visualizations of instructional approaches and how these changed from pre to post. 

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5. Practice-Based Teacher Education Benefits Graduate Trainees and Their Students Through Inclusive and Active Teaching Methods

   https://doi.org/10.1007/s41979-023-00109-6  

   Stromholt, Shelley; Wiggins, Benjamin; Von_der_Mehden, Bailey (January 2024, Journal for STEM Education Research)

   Li, Yeping (Ed.)

   Abstract The next generations of science, technology, engineering, and math (STEM) workers are being trained in college and university classrooms by a workforce of instructors who learn pedagogical practice largely on the job. While inclusive instructional practices and their impacts are increasingly well-studied, this training is difficult to instill within the professional development that most STEM professors receive before teaching their students. The Science Teaching Experience Program for Upcoming PhDs (STEP-UP) at the University of Washington was built to prepare future professors for inclusive excellence by guiding them through the literature in education research and providing them a space to practice active and inclusive teaching techniques. This study of STEP-UP uses a design-based approach to understand graduate trainee and undergraduate perceptions of the most salient aspects and outcomes of the program. Our study found that trainees used opportunities to practice inclusive teaching methods with a cohort of their peers, and crucially that these methods were evident in trainee-taught courses through multiple lines of evidence. STEP-UP-trained instructors used inclusive teaching strategies that helped students to feel socioemotionally supported. This study offers a model program that fosters inclusion and equity in undergraduate STEM classrooms through improving teaching professional development for graduate students. 

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