Table 4 Summary of survey results showing the Next Gen PET FOLC outcomes are being met
Next Gen PET FOLC goals for participants | Survey items whose results indicate goal is being met | Main findings |
|---|---|---|
Immediate-term goals | ||
Increased confidence in using the curriculum | Preparedness to teach Next Gen PET (Figs. 3 and 4) Attitude toward Teaching Impacts (Fig. 6) | Faculty report being very well prepared to teach Next Gen PET and over two-thirds report moderately or greatly increased confidence in their teaching |
Increased familiarity with Next Gen PET structure, content, and materials | Faculty report that, due to participation in the FOLC, they are prepared to structure, manage, and teach their Next Gen PET courses effectively. | |
Increased knowledge of pedagogical techniques | Teaching Practice & Pedagogy Impacts (Fig. 5) | Faculty report having learned pedagogical techniques and concepts |
Increased reflection on teaching practices in the Next Gen PET course | Teaching Practice & Pedagogy Impacts (Fig. 5) | Faculty report becoming more reflective, and gaining a deeper appreciation of the complexity of diagnosing teaching challenges |
Expanded use of pedagogical techniques aligned with the Next Gen PET core principles | Teaching Practice & Pedagogy Impacts (Fig. 5) | Faculty report having incorporated ideas from the FOLC into their teaching and having been introduced to new concepts. |
Longer-term goals | ||
Student learning gains in the Next Gen PET course | Student Impacts (Fig. 7) | Some emerging evidence for increased learning, based on faculty reports |
Persistence in using the curriculuma | Student Impacts (Fig. 7) | Members of the FOLC have continued using the Next Gen PET curriculum |
Reflection in teaching practice across courses taught | Teaching Practice & Pedagogy Impacts (Fig. 5) Impact on Other Courses (Fig. 9) | Faculty report becoming more reflective about their teaching; one-fifth of faculty report a roughly equal impact on their Next Gen PET and other courses. |
Use of research-based pedagogy in other courses | Teaching Practice & Pedagogy Impacts (Fig. 5) Attitude toward Teaching Impacts (Fig. 6) Impact on Other Courses (Fig. 9) | Faculty report benefits that are not specific to Next Gen PET courses and being motivated to try new techniques in other classes. One-fifth of faculty report a roughly equal impact on their Next Gen PET and other courses. |