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Table 4 Summary of survey results showing the Next Gen PET FOLC outcomes are being met

From: Analyzing a faculty online learning community as a mechanism for supporting faculty implementation of a guided-inquiry curriculum

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 Preparedness to teach Next Gen PET (Figs. 3 and 4) 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.
  1. aNote, for the “Persistence in using the curriculum” outcome, continuing participation in the FOLC is additional evidence of members still teaching the curriculum, as use of the Next Gen PET curriculum is an expectation for FOLC membership