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Through the Eyes of Faculty: Using Personas as a Tool for Learner-Centered Professional Development

College science instructors need continuous professional development (PD) to meet the call to evidence-based practice. New PD efforts need to focus on the nuanced blend of factors that influence instructors’ teaching practices. We used persona methodology to describe the diversity among instructors...

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Autores principales: Zagallo, Patricia, McCourt, Jill, Idsardi, Robert, Smith, Michelle K., Urban-Lurain, Mark, Andrews, Tessa C., Haudek, Kevin, Knight, Jennifer K., Merrill, John, Nehm, Ross, Prevost, Luanna B., Lemons, Paula P.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: American Society for Cell Biology 2019
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6889841/
https://www.ncbi.nlm.nih.gov/pubmed/31755820
http://dx.doi.org/10.1187/cbe.19-06-0114
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author Zagallo, Patricia
McCourt, Jill
Idsardi, Robert
Smith, Michelle K.
Urban-Lurain, Mark
Andrews, Tessa C.
Haudek, Kevin
Knight, Jennifer K.
Merrill, John
Nehm, Ross
Prevost, Luanna B.
Lemons, Paula P.
author_facet Zagallo, Patricia
McCourt, Jill
Idsardi, Robert
Smith, Michelle K.
Urban-Lurain, Mark
Andrews, Tessa C.
Haudek, Kevin
Knight, Jennifer K.
Merrill, John
Nehm, Ross
Prevost, Luanna B.
Lemons, Paula P.
author_sort Zagallo, Patricia
collection PubMed
description College science instructors need continuous professional development (PD) to meet the call to evidence-based practice. New PD efforts need to focus on the nuanced blend of factors that influence instructors’ teaching practices. We used persona methodology to describe the diversity among instructors who were participating in a long-term PD initiative. Persona methodology originates from ethnography. It takes data from product users and compiles those data in the form of fictional characters. Personas facilitate user-centered design. We identified four personas among our participants: Emma the Expert views herself as the subject-matter expert in the classroom and values her hard-earned excellence in lecturing. Ray the Relater relates to students and focuses on their points of view about innovative pedagogies. Carmen the Coach coaches her students by setting goals for them and helping them develop skill in scientific practices. Beth the Burdened owns the responsibility for her students’ learning and feels overwhelmed that students still struggle despite her use of evidence-based practice. Each persona needs unique PD. We suggest ways that PD facilitators can use our personas as a reflection tool to determine how to approach the learners in their PD. We also suggest further avenues of research on learner-centered PD.
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spelling pubmed-68898412019-12-06 Through the Eyes of Faculty: Using Personas as a Tool for Learner-Centered Professional Development Zagallo, Patricia McCourt, Jill Idsardi, Robert Smith, Michelle K. Urban-Lurain, Mark Andrews, Tessa C. Haudek, Kevin Knight, Jennifer K. Merrill, John Nehm, Ross Prevost, Luanna B. Lemons, Paula P. CBE Life Sci Educ Article College science instructors need continuous professional development (PD) to meet the call to evidence-based practice. New PD efforts need to focus on the nuanced blend of factors that influence instructors’ teaching practices. We used persona methodology to describe the diversity among instructors who were participating in a long-term PD initiative. Persona methodology originates from ethnography. It takes data from product users and compiles those data in the form of fictional characters. Personas facilitate user-centered design. We identified four personas among our participants: Emma the Expert views herself as the subject-matter expert in the classroom and values her hard-earned excellence in lecturing. Ray the Relater relates to students and focuses on their points of view about innovative pedagogies. Carmen the Coach coaches her students by setting goals for them and helping them develop skill in scientific practices. Beth the Burdened owns the responsibility for her students’ learning and feels overwhelmed that students still struggle despite her use of evidence-based practice. Each persona needs unique PD. We suggest ways that PD facilitators can use our personas as a reflection tool to determine how to approach the learners in their PD. We also suggest further avenues of research on learner-centered PD. American Society for Cell Biology 2019 /pmc/articles/PMC6889841/ /pubmed/31755820 http://dx.doi.org/10.1187/cbe.19-06-0114 Text en © 2019 P. Zagallo et al. CBE—Life Sciences Education © 2019 The American Society for Cell Biology. “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society for Cell Biology. https://creativecommons.org/licenses/by-nc-sa/3.0/This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License.
spellingShingle Article
Zagallo, Patricia
McCourt, Jill
Idsardi, Robert
Smith, Michelle K.
Urban-Lurain, Mark
Andrews, Tessa C.
Haudek, Kevin
Knight, Jennifer K.
Merrill, John
Nehm, Ross
Prevost, Luanna B.
Lemons, Paula P.
Through the Eyes of Faculty: Using Personas as a Tool for Learner-Centered Professional Development
title Through the Eyes of Faculty: Using Personas as a Tool for Learner-Centered Professional Development
title_full Through the Eyes of Faculty: Using Personas as a Tool for Learner-Centered Professional Development
title_fullStr Through the Eyes of Faculty: Using Personas as a Tool for Learner-Centered Professional Development
title_full_unstemmed Through the Eyes of Faculty: Using Personas as a Tool for Learner-Centered Professional Development
title_short Through the Eyes of Faculty: Using Personas as a Tool for Learner-Centered Professional Development
title_sort through the eyes of faculty: using personas as a tool for learner-centered professional development
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6889841/
https://www.ncbi.nlm.nih.gov/pubmed/31755820
http://dx.doi.org/10.1187/cbe.19-06-0114
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