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- W1593912372 abstract "Previous research indicates that graduate courses in pedagogical methods produce specific teaching behaviors in the short term. However, little assessment has been done to examine how teaching behaviors and attitudes endure over time. Assessments of pedagogy courses should continue well past the completion of the course, in order to determine the persistence and ongoing development of the students' perceptions of teaching and learning. Indiana University faculty members Valerie O'Loughlin and Mark Braun developed and team-taught a three credit hour pedagogy course (M620: Pedagogical Methods in the Health Sciences) to prepare graduate students to be reflective and scholarly teachers. They examined the impact of the course on how well graduate students: * Develop more complex and refined attitudes regarding student learning; * Evaluate their current teaching methods and explore alternative teaching strategies; * Practice methods of assessment and evaluation; and * Plan to be involved in a public teaching resource network, such as teaching workshops or a scholarship of teaching and learning program. Data examined include students' teaching philosophy statements, teaching portfolios, pre- and post-course surveys, and course evaluations. In addition, data from a six-month follow-up student interview was used to examine the lasting and ongoing influence the course has on graduate student attitudes about teaching and learning. The results of this study should contribute to the literature on short-term and longer-term effects of these courses on the development of future faculty. This research was funded, in part, by an Indiana University Scholarship of Teaching and Learning Grant." @default.
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- W1593912372 date "2008-03-01" @default.
- W1593912372 modified "2023-10-17" @default.
- W1593912372 title "Can we encourage our graduate students to develop a more scholarly approach to classroom teaching?" @default.
- W1593912372 doi "https://doi.org/10.1096/fasebj.22.1_supplement.241.2" @default.
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