{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,6]],"date-time":"2026-10-06T00:24:20Z","timestamp":1791246260030,"version":"4.1.0"},"reference-count":21,"publisher":"American Society for Microbiology","issue":"3","license":[{"start":{"date-parts":[[2019,10,31]],"date-time":"2019-10-31T00:00:00Z","timestamp":1572480000000},"content-version":"vor","delay-in-days":303,"URL":"https:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/"},{"start":{"date-parts":[[2019,1,1]],"date-time":"2019-01-01T00:00:00Z","timestamp":1546300800000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.asm.org\/non-commercial-tdm-license"}],"content-domain":{"domain":["journals.asm.org"],"crossmark-restriction":true},"short-container-title":["J Microbiol Biol Educ."],"published-print":{"date-parts":[[2019,1]]},"abstract":"<jats:p>Faculty development workshops are frequently used to bring about change in faculty teaching. Yet, the characteristics of successful faculty professional development in the context of laboratory teaching are unclear. In this Perspective, we describe our approach to intensive hands-on faculty development workshops for fostering change in laboratory teaching and present evidence for the effectiveness of the approach. The outcomes from our workshops and feedback from past participants support the following recommendations: 1) faculty should attend workshops in teams from their institutions, 2) workshops should allow participants to develop curricula that can be implemented with relatively little additional work after the workshop, 3) workshops should allow faculty time to \u201cwork\u201d on tangible products and should involve hands-on activities, 4) workshops should be of sufficient duration to allow for faculty to develop expertise and tangible products but short enough that faculty do not \u201cburn out,\u201d and 5) a structure for ongoing and systematic follow-up with participants is essential.<\/jats:p>","DOI":"10.1128\/jmbe.v20i3.1799","type":"journal-article","created":{"date-parts":[[2019,12,3]],"date-time":"2019-12-03T12:45:56Z","timestamp":1575377156000},"update-policy":"https:\/\/doi.org\/10.1128\/asmj-crossmark-policy-page","source":"Crossref","is-referenced-by-count":3,"title":["A Model for an Intensive Hands-On Faculty Development Workshop To Foster Change in Laboratory Teaching"],"prefix":"10.1128","volume":"20","author":[{"given":"Christopher W.","family":"Beck","sequence":"first","affiliation":[{"name":"Department of Biology, Emory University, Atlanta, GA 30322"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Lawrence S.","family":"Blumer","sequence":"additional","affiliation":[{"name":"Department of Biology, Morehouse College, Atlanta, GA 30314"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"235","reference":[{"key":"e_1_3_3_2_2","volume-title":"Vision and change in undergraduate biology education: a call to action: a summary of recommendations made at a national conference organized by the American Association for the Advancement of Science","author":"American Association for the Advancement of Science","year":"2011","unstructured":"American Association for the Advancement of Science2011Vision and change in undergraduate 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