Jacqueline Campbell, Graduate Research Assistant, Center for Excellence in Science Education Wendy Hanna-Rose, Head of Department of Biochemistry and Molecular Biology, Eberly College of Science

Research has consistently found that traditional lecture is less effective at promoting student learning than interactive, student-centered approaches. Even with this knowledge, encouraging faculty members to adopt research-based teaching practices remains a hurdle. To address this issue, Penn State’s Eberly College of Science (ECOS) initiated the Evidence-Based Teaching Academy (EBTA), an immersive, week-long workshop in May that engages about 40 faculty per iteration in implementing research-based teaching practices. The Dean of ECOS fully supports the program (including monetary support for participants), and his goal is for all ECOS faculty, tenure-track and non-tenure-track, to participate in EBTA. EBTA engaged 76 faculty with the 2018 and 2019 workshops. Participants completed pre- and post-surveys designed to measure factors associated with long-term changes in teaching (e.g., motivation, pedagogical content knowledge). Results from these surveys, follow-up interviews, and the EBTA reunion will be discussed in this talk.