Leveraging psychosocial interventions to motivate instructor participation in teaching professional development

• Authors: Lisa B Limeri, University of Georgia; Miranda M Chen Musgrove, The University of Tennessee, Knoxville; Meredith A Henry, Emory University; Elisabeth E Schussler, The University of Tennessee, Knoxville
• Journal Title: CBE Life Sciences Education
• Volume: Volume 19, Number 3
• Publisher: The American Society for Cell Biology | 2020-09-01, Pages 1-12
• Type of Work: Article | Final Publisher PDF
• Publisher DOI: http://doi.org/10.1187/cbe.19-11-0236
• Subjects: Chemistry, Biochemistry; Biology, Molecular
• Keywords: Academic Performance; Anxiety; Attitude; Education, Professional; Humans; Motivation; Reinforcement, Psychology; Students; Teaching

Abstract

To promote undergraduate education reform, teaching professional development (TPD) efforts aim to encourage instructors to adopt evidence-based practices. However, many instructors do not attend TPD. There may be many reasons for this, including low intrin-sic motivation to participate in TPD. Psychologists have dealt with motivational barriers in educational contexts using psychosocial interventions, brief activities that draw on a rich history of psychological research to subtly alter key, self-reinforcing psychological processes to yield long-term intrinsic motivation and behavioral changes. Psychosocial interventions, for example, have been used to alter students’ noncognitive attitudes and beliefs, such as attributions and mindset, which positively influence students’ motivation and academic performance. Here, we propose that insights from research on psychoso-cial interventions may be leveraged to design interventions that will increase instructors’ motivation to participate in TPD, thus enhancing existing pedagogical reform efforts. We discuss psychological principles and ‘best practices’ underlying effective psychosocial interventions that could guide the development of interventions to increase instructors’ motivation to attend TPD. We encourage new interdisciplinary research collaborations to explore the potential of these interventions, which could be a new approach to mitigating at least one barrier to undergraduate education reform.