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Abstract :
The treatment of pedagogy as a scientific subject, a process known as scientific teaching1, has been
ongoing for over a decade now2 3 4, particularly in higher education STEM fields. The Howard Hughes
Medical Institute (HHMI) has been at the forefront of this effort5 6, investing over $100 million in a wide
variety of educational initiatives7 targeted across a diverse array of students, primarily at the university
level8 9. Although the range of progress has been substantial10 11, much work remains to be done. This
review, though not exhaustive, will attempt to summarize some of the important advancements made thus
far while also offering commentary on current and future challenges.
Keywords : Scientific teaching, active learning, education research, learning gains, assessment tools, authentic
research experiences
pedagogy such as active learning6. Despite the of effective pedagogy despite recent
large amounts of money spent by HHMI and advancements.
direct advocating by the US National Academies
of Science, scientific teaching has, overall, proved This result is even more pronounced outside of
to be a hard sell, even in STEM fields8. Faculty, the United States. Although a large number of
the vast majority of whom have relied heavily on top universities in the US have recently begun
lectures their entire academic careers13, have actively pursuing scientific teaching by either
largely been reluctant to change their teaching hiring teaching professors to take over targeted
practices. Younger faculty, postdoctoral areas of curriculum or establishing training
associates, and graduate students have generally programs for graduate students, postdoctoral
been observed to be more receptive,100 but even associates, and/or faculty, other countries have
these have required organized and concerted largely been oblivious to this change. Since what I
efforts to prepare. The simple truth is the vast know of the European situation is largely
majority of teachers (postsecondary and anecdotal, I will restrict my commentary to the
otherwise) are either unaware of scientific situation in Asia.
teaching and its associated principles or reluctant
to adopt them12. Despite the fact China, Japan, South Korea, Hong
Kong, and Singapore are well known for prowess
For universities, this issue of awareness often in the sciences, an awareness of scientific
goes hand in hand with the structure and design teaching and active learning has only just begun
of faculty recruitment. In the vast majority of to appear. As far as I am aware, the programs I
cases, hiring protocols place heavy emphasis on have developed at Fudan University in Shanghai
research, leaving teaching as a distant, secondary and Dongseo University in South Korea are the
concern101. This is despite the fact the majority of only two properly-assessed scientific teaching
faculty salaries are actually budgeted from systems in East Asia, systems that would meet
income derived from student tuition. Promotion basic quality standards promoted by HHMI and
and compensation for faculty is similarly directed the US National Academies of Science. In Korea, I
towards research, especially in STEM fields102. have conducted a number of surveys (yet
Since teaching in a scientific teaching or active unpublished) showing that some general
learning style also requires significantly more awareness of the concepts of "reversed design"
preparation than a lecture103, the lack of and "flipped classroom" have appeared among
incentive has also been repeatedly identified as a faculty in the last three years. Despite this
serious deterrent in enacting reforms. To this awareness, every specific class design I have
end, HHMI began sponsoring the "Summer encountered has suffered from serious flaws, the
Institutes on Undergraduate Education"104, a most common being either the lack of proper
regional series of conferences designed to assessment or an overall lack of understanding of
educate faculty on the advantages and process how active learning mechanics work. In many
involved in properly implementing scientific cases, professors seemed to be under the
teaching and active learning systems. misconception that flipping the class alone was a
magic bullet that would solve education
Another important deterrent in enacting wider problems and automatically give learning gains.
education reform has been the graduate student
and postdoctoral training process itself105 106. In In China, education reform in our hands has been
the sciences, virtually all training is focused stymied by the centralized codification of most
directly on research and the ultimate creation of class content into a lecture-based format, often
SCI publications. Although the typical science PhD
program does require candidates to undergo two
or more semesters of teaching107, most schools
have no organized curriculum for training
students in scientific teaching or active learning.
This lack, has, over the years, resulted in a global
faculty population poorly versed in the mechanics
27 Journal of Postdoctoral Research July 2016: 24-34
with lists of topics that must be covered. A rigid motivating. Many institutions, such as University
administrative procedure accompanies this of Minnesota, have sidestepped this difficulty by
codification, making it challenging (but not creating a corps of professional teaching faculty
impossible) to create alternative classes with responsible for lower-level core courses112,
different formats and content. Compared to relieving research faculty of the burden entirely.
Korea, awareness of active learning and scientific Although no one will argue with the effectiveness
teaching is even less but since most universities of this strategy, not every institution has the
in China have traditionally already enjoyed some luxury to implement such an expansion. An
separation of research and teaching faculty alternative incentive for faculty is the prospect of
(particularly in STEM lab courses), I would say manufacturing high-quality education
there is much more interest in China to learn new publications. The problem with this goal is that it
teaching systems. So far, the wider emphasis on usually requires additional mentorship and
education reform in China has been based on a experience, something most faculty do not have
big data approach, using student inventories of access to. At Fudan, one of the elements of the
various sorts to correlate learning outcomes108 109 overall education reform program I have created
110 111
. This is in contrast to the construction of includes this access, providing faculty with the
concrete educational experiments driven by support and tools to approach teaching as a
scientific teaching principles. research subject, one focused on the eventual
publication of meaningful education data.
The Road Ahead. The final challenge, which I have made a point to
embrace in recent years, is the transfer of active
In addition to fostering a deeper understanding learning and scientific teaching systems to
and appreciation for active learning and scientific academic subjects outside the STEM fields. At
teaching, both domestically and abroad, three Dongseo University, I currently run three pilot
other important challenges lay on the road courses, one each in history, ESL (English as a
ahead. The first, as mentioned above, is the issue Second Language), and science for non-majors,
of graduate student and postdoctoral training. As all built on active learning and scientific teaching
individuals responsible for the future of our designs. In each of these courses, we have
education system, it is critical these trainees are observed substantial improvements in learning
exposed to the principles and mechanics of active gains compared to lectures (not yet published),
learning and scientific teaching as early as providing strong evidence that these systems are
possible. Ideally, this exposure would be applicable across a wide range of academic
paralleled with an organized system of subjects, albeit with some topic-specific
mentorship in which the trainees are allowed to behaviors we did not anticipate and are
apply and practice such systems in the classes continuing to learn about. We expect the results
they serve as teaching assistants. A number of from our work and that of others to soon
institutions including Yale and the University of permeate the educational literature,
Chicago have created similar infrastructure but, demonstrating the wide applicability of active
thus far, participation has been voluntary, leaving learning and scientific teaching across disciplines.
much to be desired.
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