This group will serve as both advocates and future instructors for the development of Emergency Medicine in Rwanda.
But the classes they would affect are an important source of revenue for many schools, and, of course, train future instructors.
In this paper, we have unpacked some of the key components of scientific teaching that were originally explored in the book Scientific Teaching (Handelsman et al., 2006) and highlighted the key terms and practices we believe are most critical for the new or future instructor.
In addition, we present an initial framework for future analysis of Instructor Talk and the role it may play in fostering or impeding student resistance, stereotype threat, and student learning.
We share here results of capturing Instructor Talk from a semester-long course with two coinstructors, an emergent framework for analyzing Instructor Talk, and strategies for future use of the Instructor Talk framework in research and faculty professional development.
The work spotlights the potential for future classrooms to have instructors who can see how well their students are learning — as the material is being taught — and then adjust their lesson in real-time to meet better the needs of their students.
If pedagogical knowledge is important to the effectiveness of active-learning instruction, then teaching training and support for future and current college instructors will need to explicitly support the development of this knowledge base.
We discuss implications of this framework for preparing and supporting active-learning instructors in the undergraduate STEM and for future research on teacher knowledge for undergraduate instruction.
The students recorded the phenotypes for future analysis while the instructor assisted in the use of the microscope.
